Children's Knowledge of Structure-Dependent Semantic Interactions between Logical Words

Autor/inn/en	Johnson, Adrienne; Minai, Utako
Titel	Children's Knowledge of Structure-Dependent Semantic Interactions between Logical Words
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 23 (2016) 4, S.407-415 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2016.1187611
Schlagwörter	Semantics; Language Acquisition; Child Language; Sentence Structure; Morphemes; Models; Language Research; Language Processing; Language Patterns; Preschool Children; Syntax; Task Analysis; Pictorial Stimuli; Statistical Analysis + Suchen Sie Ihr Suchwort? Semantik; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Satzbau; Satzstruktur; Morphem; Analogiemodell; Sprachforschung; Sprachverarbeitung; Sprachmodell; Sprachstruktur; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Fantasieanregung; Statistische Analyse
Abstract	The current study examined preschool children's ability to evaluate the entailment patterns yielded by sentences containing two downward entailing (DE) operators, "every" and "no." When "no" precedes "every," the entailment pattern typically licensed by "every" changes, but only if "no" also c-commands "every" in the hierarchical structure of the sentence. While children had been shown to be sensitive to the effect of a preceding "and" c-commanding negation on "every," it had not been shown whether children were sensitive to the c-command relation between these elements or simply to their linear order. We demonstrate that children's evaluation of the entailment patterns engendered by sentences with "no" and "every" makes recourse to hierarchical structural representations. These findings run counter to models positing that young children lack such representations and instead suggest that young children possess both detailed syntactic representations and knowledge of logical operators such as "no" and "every." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01