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Mulford, Randa – 1983
The performance of Icelandic-speaking children on the comprehension of Icelandic pronoun gender was investigated. Eighty children ranging in age from 4-8 years were tested. It was hypothesized that if children rely primarily on formal information for determing grammatical gender, they should perform equally well on both natural and syntactic…
Descriptors: Child Language, Grammar, Language Acquisition, Pronouns
Cohen-Bacri, Jean – Linguistique, 1978
Children between the ages of 6 and 11 learn to understand and use the relative pronouns "qui" and "que." The closer the subordinate clause is to favorite word order, the easier it is for the child. (MLA)
Descriptors: Child Language, French, Language Acquisition, Pronouns
Peer reviewed Peer reviewed
Bloom, Paul – Journal of Child Language, 1990
Presents a study of young children's understanding that pronouns and proper names cannot be modified by pronominal adjectives. Some nonsyntactic theories are discussed that support the claim that children understand knowledge of word order through the rules that order abstract linguistic categories. (31 references) (GLR)
Descriptors: Adjectives, Child Language, Language Research, Nouns
Peer reviewed Peer reviewed
Schutze, Carson T. – Journal of Child Language, 1999
Discusses Rispoli's data on a model of pronoun case errors in child English, arguing that his claim that overextensions of he and him are antagonistic is inaccurate and his explanation for why her subjects are more frequent than other errors is insufficient. Discusses an account in terms of relative input frequencies, suggesting the fundamental…
Descriptors: Case (Grammar), Child Development, Child Language, Children
Peer reviewed Peer reviewed
Foster-Cohen, Susan H. – Journal of Child Language, 1994
A set of predictions based on Reinhart's (1986) Theory of Relevance are evaluated against published results of tests of Binding Theory. Relevance Theory provides a means of understanding constraints on testing syntactic knowledge. Pragmatic factors must be systematically controlled in any evaluation of syntactic knowledge. (Contains 22…
Descriptors: Child Language, Context Effect, Language Acquisition, Linguistic Theory
Wexler, Kenneth; Chien, Yu-Chin – Papers and Reports on Child Language Development, 1985
Two studies examined the development of major properties of reflexives and pronouns in English language acquisition by applying the theory of binding of reflexives and pronouns to potential antecedents in the sentence. The children ranged in age from 2.6 to 6.6 years. In the first experiment, the children were presented with two pictures and were…
Descriptors: Child Language, English, Language Acquisition, Linguistic Theory
Tyler, Lorraine K. – 1984
An experiment was undertaken with young children to look at the relative contribution of discourse constraints, subject anaphors, and the semantics of verbs to the integration of an utterance into its discourse representation. Children aged 5, 7, and 10 years heard a series of short stories, each consisting of three sentences and an incomplete…
Descriptors: Child Language, Language Acquisition, Linguistic Competence, Listening Comprehension
Peer reviewed Peer reviewed
Perez-Leroux, Ana Teresa – Language Acquisition, 1995
This article proposes an explanation for the use of resumptives in child language based on the feature of the nominal system. A cross-linguistic comparison shows no significant difference in resumptive use between child French, child English, and child Spanish. (50 references) (JL)
Descriptors: Child Language, Contrastive Linguistics, English, French
Peer reviewed Peer reviewed
Hyams, Nina – Journal of Child Language, 1992
Argues that the data used to claim that morphosyntactic development of Italian-speaking children are inconsistent with nativist, parameter-setting models of language development is irrelevant to the specific hypothesis being evaluated. (25 references) (JL)
Descriptors: Child Language, Italian, Language Acquisition, Linguistic Theory
Peer reviewed Peer reviewed
Berkovits, Rochele; Wigodsky, Miriam – Journal of Child Language, 1979
Reports results of a longitudinal study testing the acquisition of restrictions of the use of pronouns in children, first as 9 year olds and later as 11 year olds. (AM)
Descriptors: Child Language, Grammar, Hebrew, Language Acquisition
Peer reviewed Peer reviewed
Kaper, Willem – Journal of Child Language, 1976
Contradicts a previous assertion by C. Tanz that children commit substitution errors usually using objective pronoun forms for nominative ones. Examples from Dutch and German provide evidence that substitutions are made in both directions. (CHK)
Descriptors: Child Language, Dutch, Error Analysis (Language), German
Peer reviewed Peer reviewed
Scholes, Robert J. – Language and Speech, 1981
A comprehension task employing English animate third person pronouns was run on 100 children from three to seven years of age. Results show that comphrehension of forms beyond chance level first appears at age five, with continuing improvement through ages six and seven. Mastery of gender distinction preceded number and case. (Author/PJM)
Descriptors: Child Language, Language Acquisition, Listening Comprehension, Morphology (Languages)
Peer reviewed Peer reviewed
Matsuoka, Kazumi – Language Acquisition, 1997
Extends the study of children's knowledge of Binding Condition B to a construction containing pronouns embedded in conjoined noun phrases. The study included pronouns bound by a quantifier. Results support the argument that anaphoric relations are constrained by more than one module of grammar. (12 references) (Author/CK)
Descriptors: Child Language, Grammar, Language Acquisition, Linguistic Theory
Peer reviewed Peer reviewed
McKee, Cecile – Language Acquisition, 1992
Four experiments on the acquisition of binding are compared, two conducted with Italian-speaking children and two with English-speaking children. English-speaking children's mastery of pronominal binding is found to lag behind their mastery of binding for anaphors and R-expressions. (61 references) (Author/LB)
Descriptors: Child Language, Comparative Analysis, Contrastive Linguistics, English
Peer reviewed Peer reviewed
Deutsch, Werner; Pechmann, Thomas – Cognition, 1978
The hypothesis that the linguis complexity of pronouns corresponds to the order in which children acquire them was studied. Linguistic complexity was defined by proximal-nonproximal, singular-nonsingular, and speaker-nonspeaker contrasts. Results showed a strong correspondence between the predicted and actual order of correct use of pronouns.…
Descriptors: Child Language, Early Childhood Education, Foreign Countries, German
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