Effect of Sampling Contexts on Children's Use of Tense Markers

child covering her mouth with a suprised expression.

Does children's usage of tense markers (e.g., -ed) vary with different speaking situations?

Project description

The study aims to investigate the extent to which sampling contexts (e.g., free play, picture description, story telling) affect children's use of English tense markers (e.g., past tense -ed, be verbs, third person singular present -s). Percent correct usage of tense markers combined will be computed. Differences in percent correct usage of tense markers between the sampling contexts will be evaluated. Results may assist clinicians in assessing children's development of grammatical skills, in general, and tense marking skills, in specific.

Project outcome

Students will make a poster or write a paper based on the data they collect and analyze.

Project details

Timing, eligibility and other details
Length of commitment	About a semester
Start time	Fall, Spring
In-person, remote, or hybrid?	Hybrid
Level of collaboration	Individual Student Project
Benefits	Academic Credit
Who is eligible	The applicant has taken a course in language development (CDS 301) or an equivalent. Open to Juniors Seniors.

Project mentor

Ling-Yu Guo

Associate Professor

Communicative Disorders and Sciences

118 Cary Hall, South Campus

Phone: (716) 829-5567

Email: lingyugu@buffalo.edu

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Preparation activities

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Finite Verb Morphology Composite Between Age 4 and Age 9 for the Edmonton Narrative NormsInstrument: Reference Data and Psychometric Properties
Review this poster, which demonstrates how children's use of tense markers was tested and analyzed in one of our lab projects.

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