Abstract Morphosyntax in Two- and Three-Year-Old Children: Evidence from Priming

Autor/inn/en	Rissman, Lilia; Legendre, Geraldine; Landau, Barbara
Titel	Abstract Morphosyntax in Two- and Three-Year-Old Children: Evidence from Priming
Quelle	In: Language Learning and Development, 9 (2013) 3, S.278-292 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2012.755902
Schlagwörter	Morphology (Languages); Syntax; Priming; Toddlers; Language Acquisition; Verbs; Linguistic Input; Correlation; Error Analysis (Language); Language Research; Linguistic Theory; Maryland + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Infant; Infants; Toddler; Kleinkind; Sprachaneignung; Spracherwerb; Sprachbildung; Korrelation; Error analysis; Language; Fehleranalyse; Sprachforschung; Linguistische Theorie
Abstract	Young English-speaking children often omit auxiliary verbs from their speech, producing utterances such as "baby crying" alongside the more adult-like "baby is crying." Studies have found that children's proficiency with auxiliary BE is correlated with frequency statistics in the input, leading some researchers to argue that children's auxiliary knowledge is item-specific and slow to develop. In a priming experiment, we investigated whether 2- and 3-year-old children represent auxiliary "is" and "are" as part of an abstract syntactic frame. We tested whether children could be primed to increase their auxiliary production when the prime and target differed by subject, verb and auxiliary type ("is" or "are"). We found these patterns of priming, indicating children represent auxiliary BE as part of an abstract syntactic frame that minimally contains "is" and "are," despite the frequency-based effects reported in the literature. (Contains 3 tables, 1 figure, and 5 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10