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Peer reviewedBrooks, Patricia J.; Tomasello, Michael – Language, 1999
Tested two hypotheses about how English-speaking children learn to avoid making argument structure errors such as "don't giggle me." Ninety-six children were introduced to two nonce verbs, one as a transitive verb and one as an intransitive verb. Found empirical support for the constraining role of verb classes and preemption, but only for…
Descriptors: English (Second Language), Error Analysis (Language), Second Language Learning, Sentence Structure
