Answering Hard Questions: "Wh"-Movement across Dialects and Disorder

Autor/inn/en	De Villiers, Jill; Roeper, Thomas; Bland-Stewart, Linda; Pearson, Barbara
Titel	Answering Hard Questions: "Wh"-Movement across Dialects and Disorder
Quelle	In: Applied Psycholinguistics, 29 (2008) 1, S.67-103 (37 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716408080041
Schlagwörter	North American English; Dialects; Linguistic Performance; Language Impairments; Barriers; Age Differences; Applied Linguistics; Psycholinguistics; Language Processing; Sentences; African Americans; Children + Suchen Sie Ihr Suchwort? Amerikanisches Englisch; Dialect; Dialekt; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Age; Difference; Age difference; Altersunterschied; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; Sentence analysis; Satzanalyse; Afroamerikaner; Child; Kind; Kinder
Abstract	A large-scale study of complex "wh"-questions with 1,000 subjects aged 4-9 years is reported. The subjects' dialects were Mainstream American English or African American English, and approximately one-third were language impaired. The study examined when children permit long distance "wh"-movement, and when they respect a variety of syntactic barriers to movement. Thirteen different structures were compared, and the results suggest that typically developing children and disordered children at all the ages studied are capable of long-distance movement and obedience to abstract barriers. In no case was dialect a significant factor in the children's linguistic performance on these tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10