Acquisition and Use of Linguistic Knowledge: Scrambling in Child Japanese as a Test Case

Autor/inn/en	Minai, Utako; Isobe, Miwa; Okabe, Reiko
Titel	Acquisition and Use of Linguistic Knowledge: Scrambling in Child Japanese as a Test Case
Quelle	In: Journal of Psycholinguistic Research, 44 (2015) 3, S.287-307 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-014-9347-x
Schlagwörter	Japanese; Child Language; Sentences; Psycholinguistics; Pragmatics; Grammar; Language Processing; Preschool Children; Intonation; Suprasegmentals + Suchen Sie Ihr Suchwort? Japaner; Japanisch; 'Children''s language'; Kindersprache; Sentence analysis; Satzanalyse; Psycholinguistik; Pragmalinguistik; Grammatik; Sprachverarbeitung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The current study investigates preschool-age children's comprehension of scrambled sentences in Japanese. While scrambling has been known to be challenging for children, biasing them to exhibit non-adult-like interpretations (e.g., Hayashibe in "Descr Appl Linguist" 8:1-18, 1975; Sano in "Descr Appl Linguist" 10:213-233, 1977; Suzuki in "Jpn J Educ Psychol" 25(3):56-61, 1977), children are able to interpret scrambled sentences in an adult-like way when the pragmatics is enriched in the experiments (Otsu in "Acquisition studies in generative grammar," John Benjamins, Amsterdam, pp 253-264, 1994). These findings suggest that children's difficulty in comprehending scrambling may be due to processing difficulties (Suzuki in "J Psycholinguist Res" 42(2), 119-137, 2013), such as the Lexical-ordering Strategy bias (Bever in "Cognition and language development," Wiley, New York, pp 279-352, 1970), rather than their lack of the linguistic knowledge of scrambling. The current study revealed that children are indeed able to utilize prosodic information to interpret scrambled sentences in an adult-like way. Our findings provide converging evidence in favor of the proposal that children's grammatical knowledge of scrambling is intact, although they are more vulnerable than adults to processing difficulties that hinder their ability to successfully interpret scrambled sentences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01