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| Autor/in | Ambridge, Ben |
|---|---|
| Titel | Children's Judgments of Regular and Irregular Novel Past-Tense Forms: New Data on the English Past-Tense Debate |
| Quelle | In: Developmental Psychology, 46 (2010) 6, S.1497-1504 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0012-1649 |
| DOI | 10.1037/a0020668 |
| Schlagwörter | Verbs; Grammar; Morphemes; Language Acquisition; English; Children; Rating Scales; Models; Regression (Statistics); Foreign Countries; Evaluation Methods; Elementary School Students; Student Attitudes; United Kingdom |
| Abstract | Is language governed by formal rules or by analogy to stored exemplars? The acquisition of the English past tense has long played a central role in this debate. In the present study, children rated the acceptability of a regular and an irregular past-tense form of each of 40 novel verbs (e.g., "fleeped", "flept") using a 5-point scale. The novel verbs were chosen to vary continuously along the orthogonal dimensions of (a) similarity to existing regular forms and (b) similarity to existing irregular forms. A developmental progression was observed whereby the acceptability of novel regulars was shown to increase as a function of similarity to existing regulars, with the magnitude of this effect increasing with age. The acceptability of novel irregulars was shown to increase as a function of similarity to existing irregulars, with no developmental changes observed. These findings are discussed in the light of 3 current models of past-tense acquisition: the single-route model (e.g., Bybee & Moder, 1983), the dual-route model (e.g., Prasada & Pinker, 1993), and the multiple-rules model (e.g., Albright & Hayes, 2003). (Contains 3 tables and 1 figure.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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