Persistent Link:
http://hdl.handle.net/10150/277244
Title:
Predictors of novel inflection learning by preschool-aged boys
Author:
Nakamura, Monica, 1965-
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Twenty normally developing boys between the ages of 4:4 (years:months) and 5:7 were presented with stories designed to teach novel vocabulary and morphological inflections. A multiple regression analysis assessed the extent to which selected verbal and nonverbal skills contributed to the prediction of their performance on the inflection stories (INFL). Current inflection skills, as measured by the Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities, accounted for nearly half of the INFL variance. In addition, performance on a posttest of vocabulary learning significantly (p .05) contributed to the prediction of INFL performance. None of the three nonverbal measures was a significant contributor, although closer analysis of these findings indicates that the relationship between nonverbal rule learning and inflection learning warrants further investigation. The results suggest that inflection learning is a language-specific phenomenon more tied to vocabulary skills than to nonverbal cognitive skills.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Language acquisition.
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College; Speech and Hearing Sciences
Degree Grantor:
University of Arizona
Advisor:
Swisher, Linda

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePredictors of novel inflection learning by preschool-aged boysen_US
dc.creatorNakamura, Monica, 1965-en_US
dc.contributor.authorNakamura, Monica, 1965-en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractTwenty normally developing boys between the ages of 4:4 (years:months) and 5:7 were presented with stories designed to teach novel vocabulary and morphological inflections. A multiple regression analysis assessed the extent to which selected verbal and nonverbal skills contributed to the prediction of their performance on the inflection stories (INFL). Current inflection skills, as measured by the Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities, accounted for nearly half of the INFL variance. In addition, performance on a posttest of vocabulary learning significantly (p .05) contributed to the prediction of INFL performance. None of the three nonverbal measures was a significant contributor, although closer analysis of these findings indicates that the relationship between nonverbal rule learning and inflection learning warrants further investigation. The results suggest that inflection learning is a language-specific phenomenon more tied to vocabulary skills than to nonverbal cognitive skills.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectLanguage acquisition.en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpeech and Hearing Sciencesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSwisher, Lindaen_US
dc.identifier.proquest1339283en_US
dc.identifier.oclc22515208en_US
dc.identifier.bibrecord.b17450020en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.