{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/18389"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/18389","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register","abstract":"Purpose: The purpose of this study was to better understand the contributors to input informativeness for tense marking, a predictor of child tense marking productivity (Hadley, Rispoli, Fitzgerald and Bahnsen, in press). The contributors explored were parent-toddler interaction style, register, and constraints of English verb typology. Method: The participants were 15 parent-toddler dyads. Language samples were collected when the children were 21 months of age. Verbs in child-directed speech were coded for linguistic form (e.g., imperative, modal, copula, etc.). The communicative function of utterances and the form of questions directed toward children were also coded. Results: Copula was the most frequent verb form rewarding a +Tense grammar while imperatives were the most frequent verb form rewarding a –Tense grammar. Directives, other-focused descriptives and use of reduced questions were the three variables that overlapped most with input informativeness. Conclusions: Understanding how parent-toddler interaction style overlaps with informativeness has implications for family-focused clinical interventions designed to modify characteristics of parents’ child-directed speech.","abstract_html":"Purpose: The purpose of this study was to better understand the contributors to input informativeness for tense marking, a predictor of child tense marking productivity (Hadley, Rispoli, Fitzgerald and Bahnsen, in press). The contributors explored were parent-toddler interaction style, register, and constraints of English verb typology. Method: The participants were 15 parent-toddler dyads. Language samples were collected when the children were 21 months of age. Verbs in child-directed speech were coded for linguistic form (e.g., imperative, modal, copula, etc.). The communicative function of utterances and the form of questions directed toward children were also coded. Results: Copula was the most frequent verb form rewarding a +Tense grammar while imperatives were the most frequent verb form rewarding a –Tense grammar. Directives, other-focused descriptives and use of reduced questions were the three variables that overlapped most with input informativeness. Conclusions: Understanding how parent-toddler interaction style overlaps with informativeness has implications for family-focused clinical interventions designed to modify characteristics of parents’ child-directed speech.","abstract_has_math":false,"creators":["Fitzgerald, Colleen E."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Speech & Hearing Science","degree_department":null,"school":null,"contributors":["Hadley, Pamela A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-14T22:48:51Z","date_published":"2011-01-14T22:48:51Z","updated_at":"2026-07-22T22:25:11Z","subjects":["morphosyntax","Grammar","input informativeness","tense","acquisition"],"languages":["en"],"rights":["Copyright 2010 Colleen E. Fitzgerald"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/18389","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hadley, Pamela A."]},{"key":"dc:creator","label":"Author","values":["Fitzgerald, Colleen E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-01-14T22:48:51Z","2010-12"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech & Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["morphosyntax","Grammar","input informativeness","tense","acquisition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2010 Colleen E. Fitzgerald"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/18389"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Purpose: The purpose of this study was to better understand the contributors to input informativeness for tense marking, a predictor of child tense marking productivity (Hadley, Rispoli, Fitzgerald and Bahnsen, in press). The contributors explored were parent-toddler interaction style, register, and constraints of English verb typology. Method: The participants were 15 parent-toddler dyads. Language samples were collected when the children were 21 months of age. Verbs in child-directed speech were coded for linguistic form (e.g., imperative, modal, copula, etc.). The communicative function of utterances and the form of questions directed toward children were also coded. Results: Copula was the most frequent verb form rewarding a +Tense grammar while imperatives were the most frequent verb form rewarding a –Tense grammar. Directives, other-focused descriptives and use of reduced questions were the three variables that overlapped most with input informativeness. Conclusions: Understanding how parent-toddler interaction style overlaps with informativeness has implications for family-focused clinical interventions designed to modify characteristics of parents’ child-directed speech.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2010-11-30T17:01:44Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Fitzgerald_Colleen.doc: 1098240 bytes, checksum: 43de571faeabe6726809dbcb318838b6 (MD5) Fitzgerald_Colleen.pdf: 487789 bytes, checksum: b8919be7b7796bdfb97c711bd0f9f323 (MD5)","Made available in DSpace on 2011-01-14T22:48:51Z (GMT). No. of bitstreams: 3 Fitzgerald_Colleen.pdf: 487623 bytes, checksum: f0ab6e4744eeea2a530b66e4a2388fdb (MD5) license.txt: 4068 bytes, checksum: ebc9da6f229dc2a96b6f372c75c4b9a3 (MD5) Fitzgerald_Colleen.doc: 1224192 bytes, checksum: 5d8c893ac6817634847d1d34d890ce2c (MD5)"]},{"key":"dc:title","label":"Title","values":["Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register"]}]}],"canonical_facts":{"dc:contributor":["Hadley, Pamela A."],"dc:creator":["Fitzgerald, Colleen E."],"dc:date":["2011-01-14T22:48:51Z","2010-12"],"dc:description":["Purpose: The purpose of this study was to better understand the contributors to input informativeness for tense marking, a predictor of child tense marking productivity (Hadley, Rispoli, Fitzgerald and Bahnsen, in press). The contributors explored were parent-toddler interaction style, register, and constraints of English verb typology. Method: The participants were 15 parent-toddler dyads. Language samples were collected when the children were 21 months of age. Verbs in child-directed speech were coded for linguistic form (e.g., imperative, modal, copula, etc.). The communicative function of utterances and the form of questions directed toward children were also coded. Results: Copula was the most frequent verb form rewarding a +Tense grammar while imperatives were the most frequent verb form rewarding a –Tense grammar. Directives, other-focused descriptives and use of reduced questions were the three variables that overlapped most with input informativeness. Conclusions: Understanding how parent-toddler interaction style overlaps with informativeness has implications for family-focused clinical interventions designed to modify characteristics of parents’ child-directed speech.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2010-11-30T17:01:44Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Fitzgerald_Colleen.doc: 1098240 bytes, checksum: 43de571faeabe6726809dbcb318838b6 (MD5) Fitzgerald_Colleen.pdf: 487789 bytes, checksum: b8919be7b7796bdfb97c711bd0f9f323 (MD5)","Made available in DSpace on 2011-01-14T22:48:51Z (GMT). No. of bitstreams: 3 Fitzgerald_Colleen.pdf: 487623 bytes, checksum: f0ab6e4744eeea2a530b66e4a2388fdb (MD5) license.txt: 4068 bytes, checksum: ebc9da6f229dc2a96b6f372c75c4b9a3 (MD5) Fitzgerald_Colleen.doc: 1224192 bytes, checksum: 5d8c893ac6817634847d1d34d890ce2c (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/18389"],"dc:language":["en"],"dc:rights":["Copyright 2010 Colleen E. Fitzgerald"],"dc:subject":["morphosyntax","Grammar","input informativeness","tense","acquisition"],"dc:title":["Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register"],"thesis:degree_discipline":["Speech & Hearing Science"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:11Z"}