What influences children's conceptualizations of language input?

Elena M Plante, Rebecca Vance, Amanda Moody, Louann Gerken

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Purpose: Children learning language conceptualize the nature of input they receive in ways that allow them to understand and construct utterances they have never heard before. This study was designed to illuminate the types of information children with and without specific language impairment (SLI) focus on to develop their conceptualizations and whether they can rapidly shift their initial conceptualizations if provided with additional input. Method: In 2 studies, preschool children with and without SLI were exposed to an artificial language, the characteristics of which allowed for various types of conceptualizations about its fundamental properties. After being familiarized with the language, children were asked to judge test strings that conformed to the input in 1 of 4 different ways. Results: All children preferred test items that reflected a narrow conceptualization of the input (i.e., items most like those heard during familiarization). Children showed a strong preference for phonology as a defining property of the artificial language. Restructuring the input to the child could induce them to track word order information as well. Conclusion: Children tend toward narrow conceptualizations of language input, but the nature of their conceptualizations can be influenced by the nature of the input they receive.

Original languageEnglish (US)
Pages (from-to)1613-1624
Number of pages12
JournalJournal of Speech, Language, and Hearing Research
Volume56
Issue number5
DOIs
StatePublished - Oct 1 2013

Fingerprint

Child Language
Language
language
Preschool Children
phonology
Conceptualization
preschool child
Learning
restructuring
learning

Keywords

  • Children
  • Language disorders
  • Specific language impairment

ASJC Scopus subject areas

  • Speech and Hearing
  • Language and Linguistics
  • Linguistics and Language
  • Medicine(all)

Cite this

What influences children's conceptualizations of language input? / Plante, Elena M; Vance, Rebecca; Moody, Amanda; Gerken, Louann.

In: Journal of Speech, Language, and Hearing Research, Vol. 56, No. 5, 01.10.2013, p. 1613-1624.

Research output: Contribution to journalArticle

@article{375a72dd268448c28de84c2232b6c0aa,
title = "What influences children's conceptualizations of language input?",
abstract = "Purpose: Children learning language conceptualize the nature of input they receive in ways that allow them to understand and construct utterances they have never heard before. This study was designed to illuminate the types of information children with and without specific language impairment (SLI) focus on to develop their conceptualizations and whether they can rapidly shift their initial conceptualizations if provided with additional input. Method: In 2 studies, preschool children with and without SLI were exposed to an artificial language, the characteristics of which allowed for various types of conceptualizations about its fundamental properties. After being familiarized with the language, children were asked to judge test strings that conformed to the input in 1 of 4 different ways. Results: All children preferred test items that reflected a narrow conceptualization of the input (i.e., items most like those heard during familiarization). Children showed a strong preference for phonology as a defining property of the artificial language. Restructuring the input to the child could induce them to track word order information as well. Conclusion: Children tend toward narrow conceptualizations of language input, but the nature of their conceptualizations can be influenced by the nature of the input they receive.",
keywords = "Children, Language disorders, Specific language impairment",
author = "Plante, {Elena M} and Rebecca Vance and Amanda Moody and Louann Gerken",
year = "2013",
month = "10",
day = "1",
doi = "10.1044/1092-4388(2013/12-0129)",
language = "English (US)",
volume = "56",
pages = "1613--1624",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "5",

}

TY - JOUR

T1 - What influences children's conceptualizations of language input?

AU - Plante, Elena M

AU - Vance, Rebecca

AU - Moody, Amanda

AU - Gerken, Louann

PY - 2013/10/1

Y1 - 2013/10/1

N2 - Purpose: Children learning language conceptualize the nature of input they receive in ways that allow them to understand and construct utterances they have never heard before. This study was designed to illuminate the types of information children with and without specific language impairment (SLI) focus on to develop their conceptualizations and whether they can rapidly shift their initial conceptualizations if provided with additional input. Method: In 2 studies, preschool children with and without SLI were exposed to an artificial language, the characteristics of which allowed for various types of conceptualizations about its fundamental properties. After being familiarized with the language, children were asked to judge test strings that conformed to the input in 1 of 4 different ways. Results: All children preferred test items that reflected a narrow conceptualization of the input (i.e., items most like those heard during familiarization). Children showed a strong preference for phonology as a defining property of the artificial language. Restructuring the input to the child could induce them to track word order information as well. Conclusion: Children tend toward narrow conceptualizations of language input, but the nature of their conceptualizations can be influenced by the nature of the input they receive.

AB - Purpose: Children learning language conceptualize the nature of input they receive in ways that allow them to understand and construct utterances they have never heard before. This study was designed to illuminate the types of information children with and without specific language impairment (SLI) focus on to develop their conceptualizations and whether they can rapidly shift their initial conceptualizations if provided with additional input. Method: In 2 studies, preschool children with and without SLI were exposed to an artificial language, the characteristics of which allowed for various types of conceptualizations about its fundamental properties. After being familiarized with the language, children were asked to judge test strings that conformed to the input in 1 of 4 different ways. Results: All children preferred test items that reflected a narrow conceptualization of the input (i.e., items most like those heard during familiarization). Children showed a strong preference for phonology as a defining property of the artificial language. Restructuring the input to the child could induce them to track word order information as well. Conclusion: Children tend toward narrow conceptualizations of language input, but the nature of their conceptualizations can be influenced by the nature of the input they receive.

KW - Children

KW - Language disorders

KW - Specific language impairment

UR - http://www.scopus.com/inward/record.url?scp=84886698874&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84886698874&partnerID=8YFLogxK

U2 - 10.1044/1092-4388(2013/12-0129)

DO - 10.1044/1092-4388(2013/12-0129)

M3 - Article

C2 - 23785193

AN - SCOPUS:84886698874

VL - 56

SP - 1613

EP - 1624

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 5

ER -