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Development of sentence interpretation strategies by typically developing and late-talking toddlers

Published online by Cambridge University Press:  20 March 2001

DONNA J. THAL  and
MELANIE FLORES
DONNA J. THAL
Affiliation:
San Diego State University and University of California at San Diego
MELANIE FLORES
Affiliation:
Palomar Medical Center
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Abstract

Three studies, designed to examine use of word order and animacy for interpretation of sentences by 21 typically-developing two-year-old, 23 typically-developing two-and-one-half-year-old, 16 typically-developing three-year-old, 17 language-delayed two-and-one-half-year-old and 19 language-delayed three-year-old children were carried out. Results indicated that typically-developing two-year olds used neither cue consistently to interpret sentences. Typically-developing two-and-one-half-year olds, on the other hand used a coalition of word order and animacy cues and language-delayed two-and-one-half-year olds used neither cue. At three years of age both groups of children used word order exclusively to interpret sentences.

Type
Research Article
Information
Journal of Child Language , Volume 28 , Issue 1 , February 2001 , pp. 173 - 193
Copyright
© 2001 Cambridge University Press

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Footnotes

This work was supported in part by the following grants: NIH DC 00089, NIH DC01289, and NIH GM45765.