| Autor: |
Day TKM; Institute of Child Development, University of Minnesota, Minneapolis, MN, USA., Elison JT; Institute of Child Development, University of Minnesota, Minneapolis, MN, USA.; Department of Pediatrics, University of Minnesota, Minneapolis, MN, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Journal of child language [J Child Lang] 2022 May; Vol. 49 (3), pp. 615-632. Date of Electronic Publication: 2021 May 11. |
| DOI: |
10.1017/S0305000921000283 |
| Abstrakt: |
A critical question in the study of language development is to understand lexical and syntactic acquisition, which play different roles in speech to the extent it would be natural to surmise they are acquired differently. As measured through the comprehension and production of closed-class words, syntactic ability emerges at roughly the 400-word mark. However, a significant proportion of the developmental work uses a coarse combination of function and content words on the MacArthur-Bates Communicative Development Inventory (MB-CDI). Using the MB-CDI Wordbank database, we implemented a factor analytic approach to distinguish between lexical and syntactic development from the Words and Sentences (WS) form that involves both function words and the explicit categorizations. Although the Words and Gestures (WG) form did not share the factor structure, common WG/WS elements recapitulate the expected age-related changes. This parsing of the MB-CDI may prove simple, yet fruitful in subsequent investigation. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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