African-American English and Linguistic Complexity in Preschool Discourse
- 1 January 1995
- journal article
- Published by American Speech Language Hearing Association in Language, Speech, and Hearing Services in Schools
- Vol. 26 (1), 87-93
- https://doi.org/10.1044/0161-1461.2601.87
Abstract
This study is a follow-up to that of Craig and Washington (1994) and probes further their finding of a potential positive relationship between amounts of African-American English (AAE) and linguistic complexity in the discourse of young, poor, urban African-American boys and girls. The present study used the earlier outcomes to predict a statistically significant positive relationship between AAE form use and relational semantic complexity, and nonsignificant correlations for simpler semantic relations. Findings confirmed these predictions and are interpreted as support for the continuity hypothesis proposed by Terrell and Terrell (1993).This publication has 20 references indexed in Scilit:
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- SPACE, TIME, SEMANTICS, AND THE CHILD11The preparation of this paper was supported in part by Public Health Service Grant MH-20021 from the National Institute of Mental Health. I wish to thank Eve V. Clark for her suggestions and comments in the writing of this paper.Published by Elsevier BV ,1973