“Undating” and “Quarter Ponies”: Comparing the Use of Derived Words and Compounds Across Discourse Types and Age Groups
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Notice bibliographique
Résumé
Purpose Derivational morphology and compounds are important aspects of academic vocabulary. However, investigation of the development of expressive derivational and compound morphology using language sampling is sparse. This cross-sectional study used three types of language samples to investigate quantitative and qualitative changes in the spontaneous production of derived words and compounds in early and late elementary–age children as a function of age and discourse type. Method Twenty-three children in two age groups (early elementary, n = 12; late elementary, n = 11) participated. Three types of language samples were elicited: conversational (10-min conversation with an adult examiner), narrative (“I tell–you tell” narrative with single picture stimulus combined with a story stem narrative), and expository (explanation of how to play a favorite game or sport with text-based topic prompts). Language samples were transcribed using Systematic Analysis of Language Transcripts (Miller & Chapman, 2012) conventions with the addition of researcher-created codes to identify derived words and compounds. Quantitative measures (number of derived words, different derived words, number of compounds, and different compounds) were calculated as percentages of total words or number of different words to control for differing sample length. The types of derivational morphemes and compounds produced by children in each age group were listed and qualitatively analyzed for evidence of a sequential development of specific morpheme types, variation in complexity, and productivity. Results Developmental change in quantitative and qualitative measures of derivational and compound morphology was evident across early and late elementary–age children in the language samples. Lists of derived words and compounds produced provided a rich source for analyzing developmental patterns in expressive morphology. Conversational and, to a lesser extent, expository discourse generated the greatest number and diversity of multimorphemic words. Conclusions This research provided new insights into academic vocabulary development in elementary school–age children. The clinical usefulness of language sampling to quantitatively and qualitatively assess derivational morphology and compounds was demonstrated. Supplemental Material https://doi.org/10.23641/asha.12170373
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle