Argument Types Affect Children's Acquisition of a Novel Argument Structure

Autor/inn/en	Conwell, Erin; Auen, Amanda
Titel	Argument Types Affect Children's Acquisition of a Novel Argument Structure
Quelle	In: Child Development, 92 (2021) 5, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conwell, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13625
Schlagwörter	Child Language; Language Acquisition; Teaching Methods; Language Processing; Verbs; Form Classes (Languages); Language Tests; Grammar; Cues; English; Native Language + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Analytischer Sprachbau; Language test; Sprachtest; Grammatik; Stichwort; English language; Englisch
Abstract	Acquisition of an argument structure may be affected by the diversity of lexical types that appear in that structure (Conwell et al., 2011; Yang, 2016). Seventy-two 5- and 6-year-old English-speaking children completed a learning study where they were exposed to a novel argument structure and then tested on their ability to comprehend it. The number of verb types heard in the learning phase did not predict comprehension at test. However, learning with only full noun phrase arguments resulted in lower comprehension of the structure, particularly with pronouns. Hearing pronouns during learning supported comprehension of all argument types at test. These results indicate that pronominal arguments support argument structure learning by providing multiple cues that can facilitate thematic role assignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01