Date of Award
5-1994
Culminating Project Type
Thesis
Degree Name
Early Childhood Special Education Studies: M.S.
Department
Child and Family Studies
College
School of Education
First Advisor
Glen Palm
Second Advisor
Robin Hasslin
Third Advisor
Margery M. Whites
Keywords and Subject Headings
initial language acquisition
Abstract
The purpose of this study was to explore the possibility that temperament differences exist in monozygotic twins and that those temperament differences may affect parent-child interaction patterns. Both of these factors were considered as possible determiners of language acquisitional differences in monozygotic twins. The case study utilized one set of monozygotic twins at age 6. Three sets of data were collected to assess differences in language, temperament, and parent-child interactions. Results of the study indicate that temperament and language differences exist in monozygotic twins. Data indicate that temperament influences parent-child interactions and that parent-child interactions influence language. Quantity of parent-child interactions corresponded to higher syntactic and morphologic language scores in the child. Higher persistence in the child was associated with more descriptive or reflective questions in parent communication and higher scores in semantic language.
Recommended Citation
Wills, Linda E., "The Influence of Individual Temperament Difference and Parent-Child Interaction Patterns on Initial Language Acquisition in Monozygotic Twins" (1994). Culminating Projects in Child and Family Studies. 69.
https://repository.stcloudstate.edu/cfs_etds/69
