Literature / 61
no significant differences in the use of repetitions, expansions and
elicitation of speech, so that
...we cannot conclude that the language environment provided by
adults is qualitatively superior in all respects to that provided
by other, slightly older children. (Harkness,1977:315).
The sane for a study of 'Xastery Skill Communication1 in Hispanic
fanllles in the USA, with large number of children, where siblings'
interaction with younger children was found very similar to mothers'; the
children studied produced more grammatically complex sentences talking
among themselves than with their mothers (Lindholm and Padilla, 1981).
Studies concluding that peers' input is Inadequate were often based on
data on twins, on birth order, and on institutionalized children, so that
other confusing variables were present, and within the (outdated)
paradigm* of child egocentrism (Reviewed in Bates,1975). It is also
Important to note that ranking systems among children differ, according
to cultural norms, and to different conceptions of childhood as they are
perceived by both children and adults. In societies where the school is
the major locus of peer socialization, peer groups tend to be structured
along the lines of school organization and their power structure does not
extend to the family environment; in other societies the ranking system
Is based on age, groups tend to be of mixed ages, and precise social
roles are attributed to the older children which are recognized by the
community. (Reynolds,1986; Parkin,1977).
2.5.3 Children as conversational partners.
The line of research on Baby Talk and the indications emerging from the
Bristol study point to the importance of mothers' attitudes in establi-
shing and maintaining effective communication with their children.
General conclusions about the process of language acquisition have been