Individual Differences in Syntactic Ability and Construction Learning: An Exploration of the Relationship

Autor/inn/en	Riches, Nick; Jackson, Laura
Titel	Individual Differences in Syntactic Ability and Construction Learning: An Exploration of the Relationship
Quelle	In: Language Learning, 68 (2018) 4, S.973-1000 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riches, Nick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12307
Schlagwörter	Syntax; Language Impairments; Language Processing; Individual Differences; Linguistic Theory; English; Grammar; Language Tests; Standardized Tests; Young Children; Linguistic Input + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachverarbeitung; Individueller Unterschied; Linguistische Theorie; English language; Englisch; Grammatik; Language test; Sprachtest; Standadised tests; Standardisierter Test; Frühe Kindheit; Sprachbildung
Abstract	Syntactic abilities vary across individuals. Weak syntax is typically ascribed to limited competence (knowledge) or poor performance (processing). However, with many questioning this dichotomy, alternative explanations should be considered. Arguments related to language exposure are insufficient because language-impaired children often have good input. An alternative account, the learning hypothesis, assumes that individual variation in syntactic abilities reflects variation in construction-learning ability. To evaluate this claim, we tested construction learning in 49 5-year-old English-speaking children, targeting two complex constructions rarely attested in child-directed speech, though with no control of prior exposure. The results revealed that there was substantial variation in the children's construction-learning ability, which was strongly associated with their performance on static standardized language assessments (the Test of Reception of Grammar and the Renfrew Action Picture Task) and that nonadjacent open slots were problematic. While our findings supported the learning hypothesis, further research should determine causes of individual variation in syntactic ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01