Environmental correlates of individual differences it language acquisition

David R. Furrow · Katherine L. Nelson

41 citations0/0 files storedJournal of Child Language

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Language Development and Disorders Categorization, perception, and language Child and Animal Learning Development

Abstract

ABSTRACT Previous studies have reported systematic individual differences among children in their noun and pronoun use. This study examined mothers' use of nouns and pronouns and their references to objects and persons as environmental variables which might relate to children's nominal preferences. Mothers' speech to children classified as referential or expressive in speech style (Nelson 1973) at low and high MLU levels (Nelson 1975) was analysed, and differences relating to children's style and MLU were reported. Results showed no relationship between mothers' use of nouns or pronouns and children's speech style, but did show that mothers' references to objects and persons were related to children's style. These findings are the strongest evidence to date that environmental factors contribute to stylistic differences in language acquisition, and also give support to Nelson's (1973) hypothesis that the communicative functions of language are an important factor in referential and expressive speech styles.

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References

1973Structure and Strategy in Learning to Talk 1985The Units of Language Acquisition 1977One word at a time : the use of single word utterances before syntax. By Lois Bloom. (Janua linguarum, series minor, 154.) The Hague: Mouton, 1973. Pp. 261. $11.25.1975Structure and Variation in Child Language 1977Language Learning Strategies: Does the Whole Equal the Sum of the Parts?1981Individual differences in language development: Implications for development and language.1974A pragmatic description of early language development 1974Performing without competence

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1997Stylistic Variation at the "Single-Word" Stage: Relations between Maternal Speech Characteristics and Children's Vocabulary Composition and Usage 1985Cookie versus Do-it-again: imitative-referential and personal-social-syntactic-initiating language styles in young children

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