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dc.contributor.advisorGoodman, Judith C. (Judith Claire), 1958-en
dc.contributor.authorMoore, Chesney C.en_US
dc.date.issued2008eng
dc.date.submitted2008 Springen
dc.description"May 2008"en_US
dc.descriptionThesis (M.H.S.) University of Missouri-Columbia 2008.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- communication science & disorders.en_US
dc.description.abstractChildren typically learn many more nouns than verbs early in vocabulary development. The cause of this "noun-bias" is unclear. One possibility is that caregivers use more nouns and prompt for nouns more often. That is, the noun-bias may be the result of input frequency. To evaluate the role of frequency, 26 English-speaking toddlers from 12- to 30-months of age were presented novel nouns and verbs with equal frequencies. Six unfamiliar objects were paired with novel words used in noun syntax. Six actions, one with each object, were paired with novel words used in verb syntax. Each object and action with their corresponding words was presented six times in each of ten bimonthly sessions. Vocabulary acquisition was examined with production and comprehension tasks. When input frequency of novel words was controlled in this longitudinal study, children did not produce a noun-bias in baseline, imitation, spontaneous production, or prompted production. Likewise, there was not evidence of a noun-bias in comprehension. Instead, children produced the verbs more often in all production contexts. The noun and verb comprehension tasks were not directly comparable, but children did not appear to comprehend words from one syntactic category earlier than the other. Thus, contrary to prior studies of word learning in English-speaking children, we did not find a noun-bias when input word frequency was controlled. Alternative explanations for the noun-bias are considered.en_US
dc.identifier.merlin.b7051026xen_US
dc.identifier.oclc423587776en_US
dc.identifier.otherMooreC-032009-T9835en_US
dc.identifier.urihttp://hdl.handle.net/10355/5749
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2008 Freely available theses (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Theses. 2008 Theses
dc.subject.meshSemanticsen_US
dc.subject.meshVocabularyen_US
dc.subject.meshLanguage Developmenten_US
dc.subject.meshVerbal Behavioren_US
dc.subject.meshChilden_US
dc.subject.meshChild Languageen_US
dc.titleCauses of the noun bias in early vocabulary developmenten_US
dc.typeThesisen_US
thesis.degree.disciplineCommunication science and disorders (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelMasterseng
thesis.degree.nameM.H.S.eng


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