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Children's comprehension performance...

Sutton, Ann Elizabeth Colquhoun.

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Children's comprehension performance prior to mastery of relative clauses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Children's comprehension performance prior to mastery of relative clauses./
作者:	Sutton, Ann Elizabeth Colquhoun.
面頁冊數:	130 p.
附註:	Adviser: Tanya Gallagher.
Contained By:	Dissertation Abstracts International60-06B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ37029
ISBN:	9780612370296

Children's comprehension performance prior to mastery of relative clauses.
Sutton, Ann Elizabeth Colquhoun.

Children's comprehension performance prior to mastery of relative clauses. - 130 p.

Adviser: Tanya Gallagher.

Thesis (Ph.D.)--McGill University (Canada), 1997.

This research investigated children's awareness of the shared constituent feature of relative clause sentences prior to mastery of the grammatical structure. Performance predictions based on linguistic and cognitive-pragmatic language acquisition theories were evaluated. Three experiments were conducted to explore comprehension strategies used by normally developing, preschool-aged children (ND), and by children who vary in the cognitive or pragmatic abilities: children with intellectual impairment (II), and children with severe speech and physical impairment (SSPI). Comprehension of one type of relative clause structure, the subject relative, was targeted using a picture-choice task. The task was designed so that response patterns consistent with use of one of three strategies could be identified. Use of the Participant strategy was interpreted as evidence of awareness of the shared constituent feature, consistent with linguistic theory predictions. Use of the Agent or Patient strategies suggested no awareness of the shared constituent feature, consistent with cognitive-pragmatic theory predictions.

ISBN: 9780612370296Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Children's comprehension performance prior to mastery of relative clauses.
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100 1 $a Sutton, Ann Elizabeth Colquhoun. $3 1294308
245 1 0 $a Children's comprehension performance prior to mastery of relative clauses.
300 $a 130 p.
500 $a Adviser: Tanya Gallagher.
500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: B, page: 2650.
502 $a Thesis (Ph.D.)--McGill University (Canada), 1997.
520 $a This research investigated children's awareness of the shared constituent feature of relative clause sentences prior to mastery of the grammatical structure. Performance predictions based on linguistic and cognitive-pragmatic language acquisition theories were evaluated. Three experiments were conducted to explore comprehension strategies used by normally developing, preschool-aged children (ND), and by children who vary in the cognitive or pragmatic abilities: children with intellectual impairment (II), and children with severe speech and physical impairment (SSPI). Comprehension of one type of relative clause structure, the subject relative, was targeted using a picture-choice task. The task was designed so that response patterns consistent with use of one of three strategies could be identified. Use of the Participant strategy was interpreted as evidence of awareness of the shared constituent feature, consistent with linguistic theory predictions. Use of the Agent or Patient strategies suggested no awareness of the shared constituent feature, consistent with cognitive-pragmatic theory predictions.
520 $a The performance of the ND subjects in Experiment One was best predicted by the Participant strategy. A relationship was observed between use of this strategy and subject age. The II subjects in Experiment Two and the SSPI subjects in Experiment Three primarily demonstrated response patterns similar to those of the ND subjects, although the Agent strategy was used by a minority of subjects. Different associations between strategy use and language growth were suggested by the data for the two impaired populations.
520 $a The findings of the three experiments are most consistent with linguistic theory predictions that children are aware of the shared constituent feature prior to mastery of relative clause structures, and that similar comprehension strategies are used by children who differ in cognitive-pragmatic abilities. The results suggest that the development of relative clause comprehension differs from the views expressed in the literature to date, and may be at least a two step process. The relationship of strategy use and the language growth suggested by these studies warrants further investigation.
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