Perhaps understanding your hypothesis would help?

[Nan Bernstein Ratner]

Samples that are less than 50 WORDS long may not be sufficient to measure
much that is generalizable about children's language other than how much
they talked in that context? Likewise, rate of vocabulary production does
not reflect much about its content. We also have an article coming out
shortly that suggests most vocabulary measures reflect topical and number
of topic effects?
It might help if I understood more about the question at hand, such as
whether group size impacts children's likelihood of verbal participation?

kindest regards to all,
NBR

Nan Bernstein Ratner, F-, H-ASHA, F-AAAS, ABCLD
Professor
Hearing and Speech Sciences
University of Maryland
0100 Lefrak Hall
College Park, MD 20742
nratner at umd.edu, 301-405-4217   My Zoom <https://umd.zoom.us/j/7924324343>

Co-director: FluencyBank (www.fluency.talkbank.org);
http://languagefluency.umd.edu/

Immediate Past President, International Fluency Association (IFA;
http://theifa.org)
Director, University of Maryland Autism Research Consortium (UMARC),
www.autism.umd.edu
Faculty, Language Science (languagescience.umd.edu; Neuroscience &
Cognitive Neuroscience (NACS, nacs.umd.edu), Developmental Science Field
Committee

https://hesp.umd.edu/facultyprofile/bernstein-ratner/nan


My PubMed bibliography:
https://www.ncbi.nlm.nih.gov/myncbi/1RORcBHUvuRQ82/bibliography/public/

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