An Evaluation of the Facilitative Effects of Inverted Yes-No Questions on the Acquisition of Auxiliary Verbs
According to the Auxiliary Clarification Hypothesis (ACH), yes-no questions with sentence-initial auxiliaries (i.e., inverted questions) facilitate children's initial acquisition of auxiliary verbs. Sixteen 3-year-old children with specific language impairment (SLI) and 18 2-year-olds with typi...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2002-02, Vol.45 (1), p.160-174 |
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| creator | Fey, Marc E Loeb, Diane Frome |
| description | According to the Auxiliary Clarification Hypothesis (ACH), yes-no questions with sentence-initial auxiliaries (i.e., inverted questions) facilitate children's initial acquisition of auxiliary verbs. Sixteen 3-year-old children with specific language impairment (SLI) and 18 2-year-olds with typical language (TL) participated in an experiment to evaluate the ACH. The children were not yet making use of auxiliaries. Half of the children participated in twenty 30-min "enrichment" sessions over a 2-month period, during which an assistant produced 30 inverted question recasts in response to the child's own utterances. Fifteen question recasts contained the auxiliary is, and 15 contained the modal will. The other half of the children participated in play sessions but were not exposed to inverted is and will questions. Contrary to predictions based on the ACH, the results revealed no positive effects of the enrichment for is, for will, or for the broader BE and Modal auxiliary categories for either group of children. The children with TL demonstrated advantages over the children with SLI for the general category of BE forms but not for the category of Modals. Inverted questions may be too complex to foster the initial acquisition of auxiliaries in children not already using them productively. |
| doi_str_mv | 10.1044/1092-4388(2002/012) |
| format | Article |
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Sixteen 3-year-old children with specific language impairment (SLI) and 18 2-year-olds with typical language (TL) participated in an experiment to evaluate the ACH. The children were not yet making use of auxiliaries. Half of the children participated in twenty 30-min "enrichment" sessions over a 2-month period, during which an assistant produced 30 inverted question recasts in response to the child's own utterances. Fifteen question recasts contained the auxiliary is, and 15 contained the modal will. The other half of the children participated in play sessions but were not exposed to inverted is and will questions. Contrary to predictions based on the ACH, the results revealed no positive effects of the enrichment for is, for will, or for the broader BE and Modal auxiliary categories for either group of children. The children with TL demonstrated advantages over the children with SLI for the general category of BE forms but not for the category of Modals. Inverted questions may be too complex to foster the initial acquisition of auxiliaries in children not already using them productively.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/1092-4388(2002/012)</identifier><identifier>PMID: 14748646</identifier><language>eng</language><publisher>Rockville, MD: ASHA</publisher><subject>Acquisition ; Adults ; Analysis ; Biological and medical sciences ; Child clinical studies ; Child development ; Child Language ; Child, Preschool ; Children ; Control Groups ; Educational research ; Effects ; Evaluation ; Experimental Groups ; Female ; Grammar ; Humans ; Inversion ; Language ; Language Acquisition ; Language and communication disorders ; Language Development ; Language Development Disorders - therapy ; Language Impairments ; Linguistics ; Male ; Medical sciences ; Parent Child Relationship ; Preschool children ; Psychological aspects ; Psychology. Psychoanalysis. 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Psychiatry ; Questions ; Sentences ; Slow learning children ; Specific language impairment ; Speech Language Pathology ; Verbs ; Yes/No questions</subject><ispartof>Journal of speech, language, and hearing research, 2002-02, Vol.45 (1), p.160-174</ispartof><rights>2002 INIST-CNRS</rights><rights>COPYRIGHT 2002 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Feb 2002</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c560t-c0f01e2b163f25f72f57c8cf71b4306ae5587ad7fca3fdb0467a9c17d25127433</citedby><cites>FETCH-LOGICAL-c560t-c0f01e2b163f25f72f57c8cf71b4306ae5587ad7fca3fdb0467a9c17d25127433</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904,30979</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=13484873$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/14748646$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Fey, Marc E</creatorcontrib><creatorcontrib>Loeb, Diane Frome</creatorcontrib><title>An Evaluation of the Facilitative Effects of Inverted Yes-No Questions on the Acquisition of Auxiliary Verbs</title><title>Journal of speech, language, and hearing research</title><addtitle>J Speech Lang Hear Res</addtitle><description>According to the Auxiliary Clarification Hypothesis (ACH), yes-no questions with sentence-initial auxiliaries (i.e., inverted questions) facilitate children's initial acquisition of auxiliary verbs. Sixteen 3-year-old children with specific language impairment (SLI) and 18 2-year-olds with typical language (TL) participated in an experiment to evaluate the ACH. The children were not yet making use of auxiliaries. Half of the children participated in twenty 30-min "enrichment" sessions over a 2-month period, during which an assistant produced 30 inverted question recasts in response to the child's own utterances. Fifteen question recasts contained the auxiliary is, and 15 contained the modal will. The other half of the children participated in play sessions but were not exposed to inverted is and will questions. Contrary to predictions based on the ACH, the results revealed no positive effects of the enrichment for is, for will, or for the broader BE and Modal auxiliary categories for either group of children. The children with TL demonstrated advantages over the children with SLI for the general category of BE forms but not for the category of Modals. Inverted questions may be too complex to foster the initial acquisition of auxiliaries in children not already using them productively.</description><subject>Acquisition</subject><subject>Adults</subject><subject>Analysis</subject><subject>Biological and medical sciences</subject><subject>Child clinical studies</subject><subject>Child development</subject><subject>Child Language</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Control Groups</subject><subject>Educational research</subject><subject>Effects</subject><subject>Evaluation</subject><subject>Experimental Groups</subject><subject>Female</subject><subject>Grammar</subject><subject>Humans</subject><subject>Inversion</subject><subject>Language</subject><subject>Language Acquisition</subject><subject>Language and communication disorders</subject><subject>Language Development</subject><subject>Language Development Disorders - therapy</subject><subject>Language Impairments</subject><subject>Linguistics</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Parent Child Relationship</subject><subject>Preschool children</subject><subject>Psychological aspects</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Questions</subject><subject>Sentences</subject><subject>Slow learning children</subject><subject>Specific language impairment</subject><subject>Speech Language Pathology</subject><subject>Verbs</subject><subject>Yes/No questions</subject><issn>1092-4388</issn><issn>1558-9102</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2002</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkl1rFDEUhgdRbK3-AkEGQVFwbD4nmculbLVQFEEFr0I2c7KTJZvZJjNr--_NdLesSqHJRULyvOcjeYviJUYfMWLsFKOGVIxK-Y4gRE4RJu8fFceYc1k1GJHHeX9HHBXPUlqhPDCrnxZHmAkma1YfF34WyvlW-1EPrg9lb8uhg_JcG-fdkM-2UM6tBTOk6e4ibCEO0Ja_IFVf-vLbCGnS5ctwK5yZq9EldxdrNl7nODrelD8hLtLz4onVPsGL_XpS_Diffz_7XF1-_XRxNrusDK_RUBlkEQaywDW1hFtBLBdGGivwglFUa8gtCt0KazS17QKxWujGYNESjolglJ4Ub3dxN7G_mkpUa5cMeK8D9GNSknOBuEQPgoI0WDaofhDkAlNOJM_g6__AVT_GkLtVhCDMJamntB920FJ7UC7YfojaLCFA1L4PYF0-nklKczNowqt78DxbWDtzH__mL74D7Ycu9X68_al_OLLjTOxTimDVJrp1_i2FkZospiYDqclAarKYyhbLolf7BsfFGtqDZG-pQ_aNTkZ7G3UwLh04yiSTgh4eoXPL7reLoNIGwHS53ujCUq2S76JiXGGF85v9AcFG5Zs</recordid><startdate>20020201</startdate><enddate>20020201</enddate><creator>Fey, Marc E</creator><creator>Loeb, Diane Frome</creator><general>ASHA</general><general>American Speech Language Hearing Association</general><general>American Speech-Language-Hearing Association</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>88J</scope><scope>8A4</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2P</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7QJ</scope><scope>7X8</scope><scope>8BM</scope></search><sort><creationdate>20020201</creationdate><title>An Evaluation of the Facilitative Effects of Inverted Yes-No Questions on the Acquisition of Auxiliary Verbs</title><author>Fey, Marc E ; Loeb, Diane Frome</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c560t-c0f01e2b163f25f72f57c8cf71b4306ae5587ad7fca3fdb0467a9c17d25127433</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2002</creationdate><topic>Acquisition</topic><topic>Adults</topic><topic>Analysis</topic><topic>Biological and medical sciences</topic><topic>Child clinical studies</topic><topic>Child development</topic><topic>Child Language</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Control Groups</topic><topic>Educational research</topic><topic>Effects</topic><topic>Evaluation</topic><topic>Experimental Groups</topic><topic>Female</topic><topic>Grammar</topic><topic>Humans</topic><topic>Inversion</topic><topic>Language</topic><topic>Language Acquisition</topic><topic>Language and communication disorders</topic><topic>Language Development</topic><topic>Language Development Disorders - therapy</topic><topic>Language Impairments</topic><topic>Linguistics</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Parent Child Relationship</topic><topic>Preschool children</topic><topic>Psychological aspects</topic><topic>Psychology. 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Sixteen 3-year-old children with specific language impairment (SLI) and 18 2-year-olds with typical language (TL) participated in an experiment to evaluate the ACH. The children were not yet making use of auxiliaries. Half of the children participated in twenty 30-min "enrichment" sessions over a 2-month period, during which an assistant produced 30 inverted question recasts in response to the child's own utterances. Fifteen question recasts contained the auxiliary is, and 15 contained the modal will. The other half of the children participated in play sessions but were not exposed to inverted is and will questions. Contrary to predictions based on the ACH, the results revealed no positive effects of the enrichment for is, for will, or for the broader BE and Modal auxiliary categories for either group of children. The children with TL demonstrated advantages over the children with SLI for the general category of BE forms but not for the category of Modals. Inverted questions may be too complex to foster the initial acquisition of auxiliaries in children not already using them productively.</abstract><cop>Rockville, MD</cop><pub>ASHA</pub><pmid>14748646</pmid><doi>10.1044/1092-4388(2002/012)</doi><tpages>15</tpages></addata></record> |
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| ispartof | Journal of speech, language, and hearing research, 2002-02, Vol.45 (1), p.160-174 |
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| subjects | Acquisition Adults Analysis Biological and medical sciences Child clinical studies Child development Child Language Child, Preschool Children Control Groups Educational research Effects Evaluation Experimental Groups Female Grammar Humans Inversion Language Language Acquisition Language and communication disorders Language Development Language Development Disorders - therapy Language Impairments Linguistics Male Medical sciences Parent Child Relationship Preschool children Psychological aspects Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Questions Sentences Slow learning children Specific language impairment Speech Language Pathology Verbs Yes/No questions |
| title | An Evaluation of the Facilitative Effects of Inverted Yes-No Questions on the Acquisition of Auxiliary Verbs |
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