Methods for controlling amount of talk: Difficulties, considerations and recommendations

The aim of this article is to focus researchers’ attention on some central methodological issues involving control of amount of talk (AOT). First, appropriate methods for standardizing the size of language samples are considered. Second, the common practice of deriving linguistic rates by dividing the frequency of some linguistic variable of interest by a frequency tapping AOT is challenged. This operation does not adequately control for AOT and may result in spurious findings. Third, appropriate contexts for achieving control of AOT through statistical partialling are discussed. Some recommendations for research are offered.

[1]  A. Bryk,et al.  Early vocabulary growth: Relation to language input and gender. , 1991 .

[2]  S. Suter Meaningful differences in the everyday experience of young American children , 2005, European Journal of Pediatrics.

[3]  David Malvern,et al.  Measuring vocabulary diversity using dedicated software , 2000 .

[4]  Gordon Wells,et al.  Characteristics of adult speech which predict children's language development , 1983, Journal of Child Language.

[5]  W. Johnson,et al.  Studies in language behavior: A program of research , 1944 .

[6]  Carla W. Hess,et al.  The Type-Token Ratio and Vocabulary Performance , 1984 .

[7]  T. Klee,et al.  The relation between grammatical development and mean length of utterance in morphemes , 1985, Journal of Child Language.

[8]  R. Watkins,et al.  Measuring children's lexical diversity: differentiating typical and impaired language learners. , 1995, Journal of speech and hearing research.

[9]  Paul E. Meehl,et al.  Nuisance variables and the ex post facto design , 1970 .

[10]  H. Craig,et al.  Average C-unit lengths in the discourse of African American children from low-income, urban homes. , 1998, Journal of speech, language, and hearing research : JSLHR.

[11]  Thomas Klee Measuring children's conversational language , 1992 .

[12]  Rebecca J. Panagos Meaningful Differences in the Everyday Experience of Young American Children , 1998 .

[13]  T. Hickey,et al.  Mean length of utterance and the acquisition of Irish , 1991, Journal of Child Language.

[14]  H. Craig,et al.  Oral Language Expectations for African American Preschoolers and Kindergartners , 2002 .

[15]  W. Johnson,et al.  Studies in language behavior , 1944 .

[16]  B. Richards Type/Token Ratios: what do they really tell us? , 1987, Journal of Child Language.

[17]  Philip Smith Roger Bakeman John M. Gottman , 1987, Animal Behaviour.

[18]  Walter Loban,et al.  Language Development: Kindergarten through Grade Twelve. NCTE Committee on Research Report No. 18. , 1976 .

[19]  J. McDonald,et al.  Methods for characterizing participants' nonmainstream dialect use in child language research. , 2002, Journal of speech, language, and hearing research : JSLHR.

[20]  Jon F. Miller Research on child language disorders : a decade of progress , 1991 .

[21]  M. C. Templin Certain language skills in children : their development and interrelationships , 1957 .

[22]  H. Craig,et al.  Variable use of African American English across two language sampling context. , 1998, Journal of speech, language, and hearing research : JSLHR.

[23]  Robert S. Wachal,et al.  Some Measures of Lexical Diversity in Aphasic and Normal Language Performance , 1973, Language and speech.

[24]  J. McDonald,et al.  Nonmainstream dialect use and specific language impairment. , 2001, Journal of speech, language, and hearing research : JSLHR.

[25]  L. Adamson,et al.  Affect and Attention: Infants Observed with Mothers and Peers. , 1985 .

[26]  T. Klee Developmental and diagnostic characteristics of quantitative measures of children's language production , 1992 .

[27]  C. Snow,et al.  Lexical input as related to children's vocabulary acquisition: effects of sophisticated exposure and support for meaning. , 2001, Developmental psychology.

[28]  E. Pedhazur Multiple Regression in Behavioral Research: Explanation and Prediction , 1982 .

[29]  H. Feigl,et al.  Minnesota studies in the philosophy of science , 1956 .

[30]  K. W. Hunt Grammatical structures written at three grade levels , 1965 .

[31]  R. Bakeman,et al.  Observing interaction: An introduction to sequential analysis, 2nd ed. , 1997 .

[32]  Laurence B Leonard,et al.  Lexical diversity in the spontaneous speech of children with specific language impairment: application of D. , 2002, Journal of speech, language, and hearing research : JSLHR.

[33]  Sarita Eisenberg,et al.  The Use of MLU for Identifying Language Impairment in Preschool Children: A Review , 2001 .

[34]  M. van de Sandt-Koenderman,et al.  Brown's early stages: some evidence from Dutch , 1976, Journal of Child Language.

[35]  G. Yule,et al.  The statistical study of literary vocabulary , 1944 .

[36]  H. Kucera,et al.  Computational analysis of present-day American English , 1967 .

[37]  E. Hoff-Ginsberg,et al.  How should frequency in input be measured? , 1992 .

[38]  Catherine E. Snow,et al.  Predictors of MLU: semantic and morphological developments , 1996 .

[39]  J. Windsor,et al.  Verb and noun morphology in the spoken and written language of children with language learning disabilities. , 2000, Journal of speech, language, and hearing research : JSLHR.

[40]  C. W. Hess,et al.  Sample size and type-token ratios for oral language of preschool children. , 1986, Journal of speech and hearing research.

[41]  David Crystal,et al.  Roger Brown, A first language: the early stages . Cambridge, Mass.: Harvard University Press, 1973. Pp. xi + 437. , 1974, Journal of Child Language.

[42]  L. Olsen-Fulero Style and stability in mother conversational behaviour: a study of individual differences , 1982, Journal of Child Language.

[43]  R S Chapman,et al.  The relation between age and mean length of utterance in morphemes. , 1981, Journal of speech and hearing research.

[44]  C. Strong,et al.  Literate Language Features in Spoken Narratives of Children With Typical Language and Children With Language Impairments. , 2001, Language, speech, and hearing services in schools.

[45]  K. Mccartney Effect of quality of day care environment on children's language development. , 1984 .

[46]  J. Muma Effective Speech-language Pathology: A Cognitive Socialization Approach , 1997 .

[47]  Michael Tomasello,et al.  Sampling children's spontaneous speech: how much is enough? , 2004, Journal of child language.

[48]  E. Thordardottir,et al.  Mean length of utterance and other language sample measures in early Icelandic , 1998 .

[49]  Roger Bakeman,et al.  The Strategic Use of Parallel Play: A Sequential Analysis. , 1980 .

[50]  Richard L. Schiefelbusch,et al.  Causes and Effects in Communication and Language Intervention , 1991 .

[51]  Paul E. Meehl,et al.  High school yearbooks: A reply to Schwarz. , 1971 .

[52]  Paul E. Spector,et al.  Why negative affectivity should not be controlled in job stress research: don't throw out the baby with the bath water , 2000, Journal of Organizational Behavior.