Cognitive Inhibition Explains Children's Production of Medial "Wh"-Phrases

Autor/inn/en	Liter, Adam; Grolla, Elaine; Lidz, Jeffrey
Titel	Cognitive Inhibition Explains Children's Production of Medial "Wh"-Phrases
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 29 (2022) 3, S.327-359 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liter, Adam) ORCID (Grolla, Elaine) ORCID (Lidz, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2021.2023813
Schlagwörter	Inhibition; Phrase Structure; Language Acquisition; Grammar; Language Processing; Error Analysis (Language); Psycholinguistics; Error Patterns; Linguistic Theory; Syntax; Executive Function; Prediction; Video Technology; Puppetry; Foreign Countries; Psychomotor Skills; Task Analysis; English; Preschool Children; Brazil + Suchen Sie Ihr Suchwort? Hemmung; Phrasenstruktur; Sprachaneignung; Spracherwerb; Grammatik; Sprachverarbeitung; Error analysis; Language; Fehleranalyse; Psycholinguistik; Fehlertyp; Linguistische Theorie; Vorhersage; Puppenspiel; Ausland; Psychomotorische Aktivität; Aufgabenanalyse; English language; Englisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Brasilien
Abstract	Non-adult-like linguistic behavior in children is sometimes taken as evidence for endogenous factors that drive selection of grammatical features from the child's hypothesis space of possible grammars. Analyses of English-acquiring children's productions of medial "wh"-phrases exemplify this trend in particular. We provide an alternative account of these productions as performance errors arising from underdeveloped cognitive inhibition. We offer experimental evidence in favor of our failure of inhibition account. The results argue against treating these errors as reflecting incomplete or non-target acquisition of grammatical features. Instead, the results support a theory of how these errors arise and are subsequently purged from children's productions that reduces to a theory of how cognitive inhibition develops during childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01