NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Syntactic Generalization with Novel Intransitive Verbs
Peer reviewed Peer reviewed
Direct linkDirect link
Kline, Melissa; Demuth, Katherine – Journal of Child Language, 2014
To understand how children develop adult argument structure, we must understand the nature of syntactic and semantic representations during development. The present studies compare the performance of children aged 2;6 on the two intransitive alternations in English: patient ("Daddy is cooking the food"/"The food is cooking")…
Descriptors: Syntax, Generalization, Novelty (Stimulus Dimension), Verbs
Young Children Fail to Fully Generalize a Novel Argument Structure Construction when Exposed to the Same Input as Older Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Boyd, Jeremy K.; Goldberg, Adele E. – Journal of Child Language, 2012
The present study exposed five-year-olds (M=5 ; 2), seven-year-olds (M=7 ; 6) and adults (M=22 ; 4) to instances of a novel phrasal construction, then used a forced choice comprehension task to evaluate their learning of the construction. The abstractness of participants' acquired representations of the novel construction was evaluated by varying…
Descriptors: Verbs, Generalization, Linguistic Input, Young Children
Rigid Thinking about Deformables: Do Children Sometimes Overgeneralize the Shape Bias?
Peer reviewed Peer reviewed
Direct linkDirect link
Samuelson, Larissa K.; Horst, Jessica S.; Schutte, Anne R.; Dobbertin, Brandi N. – Journal of Child Language, 2008
Young children learning English are biased to attend to the shape of solid rigid objects when learning novel names. This study seeks further understanding of the processes that support this behavior by examining a previous finding that three-year-old children are also biased to generalize novel names for objects made from deformable materials by…
Descriptors: Form Classes (Languages), Preschool Children, Child Language, Vocabulary
Commentaries on "Filler Syllables: What Is Their Status in Emerging Grammar?"
Peer reviewed Peer reviewed
Dabrowska, Ewa; Demuth, Katherine; Dressler, Wolfgang U.; Kilani-Schoch, Marianne; Echols, Catharine H.; Leonard, Laurence B.; Lleo, Conxita; Lopez-Ornat, Susana; Menn, Lise; Feldman, Andrea; Radford, Andrew; Veneziano, Edy; Vihman, Marilyn May; Velleman, Shelley L. – Journal of Child Language, 2001
Various commentaries are included in response to an article on filler syllables and their status in emerging grammar. (Author/VWL)
Descriptors: Child Language, Developmental Stages, Generalization, Grammar