Comprehension of Verb Number Morphemes in Czech Children: Singular and Plural Show Different Relations to Age and Vocabulary

Autor/inn/en	Smolík, Filip; Bláhová, Veronika
Titel	Comprehension of Verb Number Morphemes in Czech Children: Singular and Plural Show Different Relations to Age and Vocabulary
Quelle	In: First Language, 37 (2017) 1, S.42-57 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723716673954
Schlagwörter	Foreign Countries; Preschool Children; Reading Comprehension; Slavic Languages; Verbs; Morphemes; Vocabulary Development; Grammar; Experiments; Pictorial Stimuli; Sentences; Scores; Morphology (Languages); Task Analysis; Preferences; Vocabulary Skills; Hypothesis Testing; Intelligence Tests; Language Tests; Receptive Language; Statistical Analysis; Verbal Ability; Czech Republic; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseverstehen; Slawische Sprache; Morphem; Wortschatzarbeit; Grammatik; Erprobung; Fantasieanregung; Sentence analysis; Satzanalyse; Morphology; Morphologie; Aufgabenanalyse; Aktiver Wortschatz; Hypothesenprüfung; Hypothesentest; Intelligence test; Intelligenztest; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Statistische Analyse; Mündliche Leistung; Tschechische Republik
Abstract	Two experiments examined Czech children's comprehension of grammatical number marking in verbs. Children were presented with picture pairs involving one or multiple participants in the same action, and were asked to point to the picture described by a recorded sentence. Experiment 1 (N = 72, age 3;0-4;7) tested four types of sentences, some of which marked the number of participants on the verb only. There was a marked increase in comprehension scores with age and receptive vocabulary scores in singular, but not in plural sentences. This pattern was present regardless of how number was marked. Experiment 2 (N = 45, age 3;4-4;9) replicated the key findings of Experiment 1. The results suggest that comprehension of morphological number markers remains difficult even when children routinely produce such markers. However, when compared with results from other languages and experimental paradigms, it appears that the effect is due mainly to children's comprehension of the task and not limitations in their grammatical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01