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| Autor/in | Conwell, Erin |
|---|---|
| Titel | The Effects of the Pronoun "Me" on Dative Comprehension |
| Quelle | In: Journal of Child Language, 46 (2019) 6, S.1127-1141 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-0009 |
| DOI | 10.1017/S0305000919000424 |
| Schlagwörter | Form Classes (Languages); Grammar; Language Acquisition; Comprehension; Preschool Children |
| Abstract | The English dative alternation has received much attention in the literature on argument structure acquisition in children. However, the data on the acquisition of this alternation have consistently revealed a counter-intuitive pattern: children look more proficient with the lower frequency prepositional form of the dative than with the higher frequency double object form (Conwell & Demuth, 2007; Rowland & Noble, 2010). This may be because the DO dative typically occurs with pronominal argument types in first post-verbal position, which may result in an over-reliance on stereotyped forms (e.g., "give" + "me") for early comprehension and production (Conwell, O'Donnell, & Snedeker, 2011). This paper presents three studies of the effects of the pronoun "me" on dative comprehension by three-year-olds. Children's comprehension of the DO dative improved significantly when the first post-verbal argument was pronominal; no other effects of pronoun use were significant. Children's experience affects their ability to use lexically general representations of syntactic structures. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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