Pub Date : 2022-07-22DOI: 10.1080/10489223.2022.2087525
Nikos Angelopoulos, D. Bagioka, Arhonto Terzi
ABSTRACT The most recent studies on the acquisition of evidentiality, be it morphologically or syntactically encoded, have argued that the comprehension lag detected is due to factors having to do with others’ authority or mental perspective, where “others” stands for other individuals involved in the experiment in various manners (e.g., the experimenter or someone in the props). However, these studies have yet to detect the age at which children eventually align with adults in comprehending the grammatical structure encoding the evidential interpretation when it is syntactically encoded. The comprehension study reported in this article has taken the aforementioned factors into consideration and has involved a large number of Greek-speaking children between second and fifth grades, along with an adult control group, to investigate syntactically encoded evidentiality. The results suggest that children align with adults in mapping source of evidence to sentence type during fourth grade, when they are 9 years old or older, suggesting that there should be additional factors behind the delayed comprehension of evidentiality. It is argued that these factors are mainly grammatical, and, most importantly, they arise to a larger extent in languages that encode evidentiality in the syntax
{"title":"Exploring syntactically encoded evidentiality","authors":"Nikos Angelopoulos, D. Bagioka, Arhonto Terzi","doi":"10.1080/10489223.2022.2087525","DOIUrl":"https://doi.org/10.1080/10489223.2022.2087525","url":null,"abstract":"ABSTRACT The most recent studies on the acquisition of evidentiality, be it morphologically or syntactically encoded, have argued that the comprehension lag detected is due to factors having to do with others’ authority or mental perspective, where “others” stands for other individuals involved in the experiment in various manners (e.g., the experimenter or someone in the props). However, these studies have yet to detect the age at which children eventually align with adults in comprehending the grammatical structure encoding the evidential interpretation when it is syntactically encoded. The comprehension study reported in this article has taken the aforementioned factors into consideration and has involved a large number of Greek-speaking children between second and fifth grades, along with an adult control group, to investigate syntactically encoded evidentiality. The results suggest that children align with adults in mapping source of evidence to sentence type during fourth grade, when they are 9 years old or older, suggesting that there should be additional factors behind the delayed comprehension of evidentiality. It is argued that these factors are mainly grammatical, and, most importantly, they arise to a larger extent in languages that encode evidentiality in the syntax","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"30 1","pages":"50 - 75"},"PeriodicalIF":1.2,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48106676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1080/10489223.2022.2071156
Melisa Dracos, Pablo E. Requena
ABSTRACT The Spanish subjunctive mood (SUBJ) is said to be highly vulnerable in heritage language (HL) acquisition. However, there is little controlled research on HL-speaking children acquiring the various Spanish SUBJ contexts, so we do not have a clear picture of when, how, or why heritage speakers (HSs) develop in the SUBJ as they do. This study tests the development of the SUBJ in two of the earliest acquired contexts by monolingual children—SUBJ with volitional clauses and adverbial clauses with future reference. Through an oral sentence-completion task administered to 50 school-aged child HSs, this study observes whether language-internal factors (modality, variability) and speaker factors (age, exposure/use, or morphosyntactic proficiency) influence acquisition of the SUBJ in the examined contexts. Although SUBJ is categorically used in the first-generation input the child HSs receive at home, school-aged HSs exhibit elevated optionality; the majority show a pattern of use typical of very young monolingual children, and there is wide variance among the child HSs across all ages. Overall, they exhibit slightly more optionality within epistemic modality (adverbials) than deontic modality (volition). Crucially, exposure to and use of Spanish and, even more so, a standardized measure of Spanish morphosyntactic proficiency were strongly associated with SUBJ use in both contexts by the child HSs. We argue that the observed vulnerability in these early-acquired SUBJ contexts follows from an interaction between the child HSs’ engagement with the HL environment (including their resulting command of the HL grammar) and linguistic factors common to all SUBJ contexts.
{"title":"Child heritage speakers’ acquisition of the Spanish subjunctive in volitional and adverbial clauses","authors":"Melisa Dracos, Pablo E. Requena","doi":"10.1080/10489223.2022.2071156","DOIUrl":"https://doi.org/10.1080/10489223.2022.2071156","url":null,"abstract":"ABSTRACT The Spanish subjunctive mood (SUBJ) is said to be highly vulnerable in heritage language (HL) acquisition. However, there is little controlled research on HL-speaking children acquiring the various Spanish SUBJ contexts, so we do not have a clear picture of when, how, or why heritage speakers (HSs) develop in the SUBJ as they do. This study tests the development of the SUBJ in two of the earliest acquired contexts by monolingual children—SUBJ with volitional clauses and adverbial clauses with future reference. Through an oral sentence-completion task administered to 50 school-aged child HSs, this study observes whether language-internal factors (modality, variability) and speaker factors (age, exposure/use, or morphosyntactic proficiency) influence acquisition of the SUBJ in the examined contexts. Although SUBJ is categorically used in the first-generation input the child HSs receive at home, school-aged HSs exhibit elevated optionality; the majority show a pattern of use typical of very young monolingual children, and there is wide variance among the child HSs across all ages. Overall, they exhibit slightly more optionality within epistemic modality (adverbials) than deontic modality (volition). Crucially, exposure to and use of Spanish and, even more so, a standardized measure of Spanish morphosyntactic proficiency were strongly associated with SUBJ use in both contexts by the child HSs. We argue that the observed vulnerability in these early-acquired SUBJ contexts follows from an interaction between the child HSs’ engagement with the HL environment (including their resulting command of the HL grammar) and linguistic factors common to all SUBJ contexts.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"30 1","pages":"1 - 28"},"PeriodicalIF":1.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/10489223.2022.2091441
Hiromichi Hagihara
Published in Language Acquisition (Ahead of Print, 2022)
发表于《语言习得》(2022年出版前)
{"title":"The differentiation of early word meanings from global to specific categories: Towards a verification of the “semantic pluripotency hypothesis”","authors":"Hiromichi Hagihara","doi":"10.1080/10489223.2022.2091441","DOIUrl":"https://doi.org/10.1080/10489223.2022.2091441","url":null,"abstract":"Published in Language Acquisition (Ahead of Print, 2022)","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"35 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/10489223.2022.2057229
Masha Fedzechkina, Lucy Hall Hartley, Gareth Roberts
ABSTRACT Language is subject to a variety of pressures. Recent work has documented that many aspects of language structure have properties that appear to be shaped by biases for the efficient communication of semantic meaning. Other work has investigated the role of social pressures, whereby linguistic variants can acquire positive or negative evaluation based on who is perceived to be using them. While the influence of these two sets of biases on language change has been well documented, they have typically been treated separately, in distinct lines of research. We used a miniature language paradigm to test how these biases interact in language change. Specifically, we asked whether pressures to mark social meaning can lead linguistic systems to become less efficient at communicating semantic meaning. We exposed participants to a miniature language with uninformative constituent order and two dialects, one that employed case and one that did not. In the instructions, we socially biased participants toward users of the case dialect, users of the no-case dialect, or neither. Learners biased toward the no-case dialect dropped informative case, thus creating a linguistic system with high message uncertainty. They failed to compensate for this increased message uncertainty even after additional exposure to the novel language. Case was retained in all other conditions. These findings suggest that social biases not only interact with biases for efficient communication in language change but also can lead to linguistic systems that are less efficient at communicating semantic meaning.
{"title":"Social biases can lead to less communicatively efficient languages","authors":"Masha Fedzechkina, Lucy Hall Hartley, Gareth Roberts","doi":"10.1080/10489223.2022.2057229","DOIUrl":"https://doi.org/10.1080/10489223.2022.2057229","url":null,"abstract":"ABSTRACT Language is subject to a variety of pressures. Recent work has documented that many aspects of language structure have properties that appear to be shaped by biases for the efficient communication of semantic meaning. Other work has investigated the role of social pressures, whereby linguistic variants can acquire positive or negative evaluation based on who is perceived to be using them. While the influence of these two sets of biases on language change has been well documented, they have typically been treated separately, in distinct lines of research. We used a miniature language paradigm to test how these biases interact in language change. Specifically, we asked whether pressures to mark social meaning can lead linguistic systems to become less efficient at communicating semantic meaning. We exposed participants to a miniature language with uninformative constituent order and two dialects, one that employed case and one that did not. In the instructions, we socially biased participants toward users of the case dialect, users of the no-case dialect, or neither. Learners biased toward the no-case dialect dropped informative case, thus creating a linguistic system with high message uncertainty. They failed to compensate for this increased message uncertainty even after additional exposure to the novel language. Case was retained in all other conditions. These findings suggest that social biases not only interact with biases for efficient communication in language change but also can lead to linguistic systems that are less efficient at communicating semantic meaning.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"30 1","pages":"230 - 255"},"PeriodicalIF":1.2,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45565815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/10489223.2022.2049599
Tania Leal, Bradley Hoot
ABSTRACT Research on second-language (L2) acquisition has identified linguistic domains that appear to be especially difficult to learn—one such sticking point being syntactic structures that depend on the surrounding discourse. The Interface Hypothesis (IH) explains what makes such constructions problematic by appealing to a modular view of language, arguing that integrating knowledge from language-internal domains (e.g., syntax) with language-external domains (e.g., discourse) overwhelms the finite processing resources of L2 learners, especially when integration happens in real time. We test the IH with a syntax-discourse interface phenomenon in Spanish: information focus. The facts about information focus in L1 and L2 Spanish have been enthusiastically debated, but what is missing from these debates is evidence that directly indexes processing, which is essential to evaluate the IH. We use an off-line forced-choice judgment task and an online self-paced reading task to provide a new source of evidence of L2 acquisition of Spanish focus. We find that L1-English/L2-Spanish learners largely resemble L1-Spanish natives in both their judgments and their processing of focus, contrary to the predictions of the IH.
{"title":"L2 representation and processing of Spanish focus","authors":"Tania Leal, Bradley Hoot","doi":"10.1080/10489223.2022.2049599","DOIUrl":"https://doi.org/10.1080/10489223.2022.2049599","url":null,"abstract":"ABSTRACT Research on second-language (L2) acquisition has identified linguistic domains that appear to be especially difficult to learn—one such sticking point being syntactic structures that depend on the surrounding discourse. The Interface Hypothesis (IH) explains what makes such constructions problematic by appealing to a modular view of language, arguing that integrating knowledge from language-internal domains (e.g., syntax) with language-external domains (e.g., discourse) overwhelms the finite processing resources of L2 learners, especially when integration happens in real time. We test the IH with a syntax-discourse interface phenomenon in Spanish: information focus. The facts about information focus in L1 and L2 Spanish have been enthusiastically debated, but what is missing from these debates is evidence that directly indexes processing, which is essential to evaluate the IH. We use an off-line forced-choice judgment task and an online self-paced reading task to provide a new source of evidence of L2 acquisition of Spanish focus. We find that L1-English/L2-Spanish learners largely resemble L1-Spanish natives in both their judgments and their processing of focus, contrary to the predictions of the IH.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"29 1","pages":"410 - 440"},"PeriodicalIF":1.2,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45882437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-21DOI: 10.1080/10489223.2022.2078212
Siddhi Pathak, Pallavi Sovani-Kelkar
ABSTRACT Early identification of language delay is important as it has a serious impact on a child’s life in terms of educational, social, and emotional development. Among the early language screening tools, there are some parent-administered tools; however, they are not culturally appropriate or freely available. This article documents the development and preliminary validation of a quick and easy-to-administer language screening tool for babies from 6 to 18 months of age. Parents of 100 babies ranging in age from 6 to 21 months were included in the study. The babies were classified into five screening levels according to their age. The items of a Screening Test of Early Language Development-Test version (STELD-T) were created and validated through expert opinion. The STELD-T was administered along with the Receptive Expressive Emergent Language Scale (REELS). Internal consistency using the Kuder-Richardson Formula-20 ranged from 0.457 to 0.853 across the five levels, acceptable owing to short tool length and item heterogeneity. Kappa coefficients indicated 0.459 to 0.875 agreement between the STELD-T and the REELS indicated satisfactory criterion validity. After calculating the percentage of babies with a “refer” result as well as Kappa statistics with three different pass-refer criteria, a pass-refer criterion of 75% seemed to be appropriate for screening. The STELD seems to be a reliable and valid tool to screen language development in babies from 6 months to 18 months of age in urban areas of Maharashtra. Items representing a range of language skills including pragmatics make it a unique tool.
{"title":"Development of a screening tool to identify babies at risk of language delay in India: A preliminary study","authors":"Siddhi Pathak, Pallavi Sovani-Kelkar","doi":"10.1080/10489223.2022.2078212","DOIUrl":"https://doi.org/10.1080/10489223.2022.2078212","url":null,"abstract":"ABSTRACT Early identification of language delay is important as it has a serious impact on a child’s life in terms of educational, social, and emotional development. Among the early language screening tools, there are some parent-administered tools; however, they are not culturally appropriate or freely available. This article documents the development and preliminary validation of a quick and easy-to-administer language screening tool for babies from 6 to 18 months of age. Parents of 100 babies ranging in age from 6 to 21 months were included in the study. The babies were classified into five screening levels according to their age. The items of a Screening Test of Early Language Development-Test version (STELD-T) were created and validated through expert opinion. The STELD-T was administered along with the Receptive Expressive Emergent Language Scale (REELS). Internal consistency using the Kuder-Richardson Formula-20 ranged from 0.457 to 0.853 across the five levels, acceptable owing to short tool length and item heterogeneity. Kappa coefficients indicated 0.459 to 0.875 agreement between the STELD-T and the REELS indicated satisfactory criterion validity. After calculating the percentage of babies with a “refer” result as well as Kappa statistics with three different pass-refer criteria, a pass-refer criterion of 75% seemed to be appropriate for screening. The STELD seems to be a reliable and valid tool to screen language development in babies from 6 months to 18 months of age in urban areas of Maharashtra. Items representing a range of language skills including pragmatics make it a unique tool.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"30 1","pages":"29 - 49"},"PeriodicalIF":1.2,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41753053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/10489223.2022.2081808
Yike Yang
ABSTRACT In the field of bilingual language development, studies of first language (L1) attrition and second language (L2) attainment have traditionally been two separate streams of research. The present study aims to investigate the L1 and L2 development of Mandarin-speaking immigrants in Hong Kong in depth from the perspective of prosodic focus via a production experiment and a perception one. The data revealed evidence of L1 Mandarin attrition in production but not in perception, and the immigrants were more attuned to acoustic cues than were the native Cantonese speakers. As the existing speech learning models cannot explain our data adequately, we propose a working model (the Bilingual Prosody Transfer Model, or BPTM) to account for the findings and to provide a reference for future work on the prosody of bilingual speakers, the basic claim of which is that prosodic features between an L1 and an L2 can be transferred, even for late L2 learners (sequential bilinguals). The current version of the BPTM only holds for late bilinguals’ production of prosody; when more data are collected and the postulates are refined, we will extend the BPTM to the perception of prosody by late bilinguals.
{"title":"First language attrition and second language attainment of Mandarin-speaking immigrants in Hong Kong: Evidence from prosodic focus","authors":"Yike Yang","doi":"10.1080/10489223.2022.2081808","DOIUrl":"https://doi.org/10.1080/10489223.2022.2081808","url":null,"abstract":"ABSTRACT In the field of bilingual language development, studies of first language (L1) attrition and second language (L2) attainment have traditionally been two separate streams of research. The present study aims to investigate the L1 and L2 development of Mandarin-speaking immigrants in Hong Kong in depth from the perspective of prosodic focus via a production experiment and a perception one. The data revealed evidence of L1 Mandarin attrition in production but not in perception, and the immigrants were more attuned to acoustic cues than were the native Cantonese speakers. As the existing speech learning models cannot explain our data adequately, we propose a working model (the Bilingual Prosody Transfer Model, or BPTM) to account for the findings and to provide a reference for future work on the prosody of bilingual speakers, the basic claim of which is that prosodic features between an L1 and an L2 can be transferred, even for late L2 learners (sequential bilinguals). The current version of the BPTM only holds for late bilinguals’ production of prosody; when more data are collected and the postulates are refined, we will extend the BPTM to the perception of prosody by late bilinguals.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"30 1","pages":"201 - 203"},"PeriodicalIF":1.2,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47463857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1080/10489223.2022.2069027
T. Kimura
ABSTRACT This dissertation investigates second-language (L2) acquisition of wh-questions by Japanese- and Chinese-speaking learners of English and attempts to specify the role of Universal Grammar (UG) in L2 acquisition.
本文研究了日语和汉语英语学习者对wh问题的二语习得，并试图阐明通用语法在二语习得中的作用。
{"title":"Feature selection, feature reassembly, and the role of Universal Grammar: The acquisition of wh-questions by Japanese and Chinese learners of English","authors":"T. Kimura","doi":"10.1080/10489223.2022.2069027","DOIUrl":"https://doi.org/10.1080/10489223.2022.2069027","url":null,"abstract":"ABSTRACT This dissertation investigates second-language (L2) acquisition of wh-questions by Japanese- and Chinese-speaking learners of English and attempts to specify the role of Universal Grammar (UG) in L2 acquisition.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"30 1","pages":"101 - 103"},"PeriodicalIF":1.2,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43551230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1080/10489223.2021.2020275
Yu’an Yang, Daniel Goodhue, V. Hacquard, J. Lidz
ABSTRACT Wh-phrases in Mandarin have an interrogative (like English what) and an indefinite (like English a/some) interpretation. Previous comprehension studies find that children can access both interpretations around 4.5 years old; studies with younger children focus on production and find that children between 2 and 4.5 do not reliably produce the indefinite interpretation in naturalistic speech or in elicited imitation tasks. In this article, we use comprehension tasks to examine 3-year-olds’ interpretation of wh-phrases. We find that they have adult-like interpretations of wh-phrases in two different contexts: in dou -sentences (Experiment 1), where the indefinite interpretation is the only available interpretation and the whole sentence receives a universal reading (roughly equivalent to English any), and in negated sentences (Experiment 2), where the interpretation of wh-phrases depends on prosodic prominence and the indefinite interpretation leads to an existential reading of the sentence.
{"title":"Do children know whanything? 3-year-olds know the ambiguity of wh-phrases in Mandarin","authors":"Yu’an Yang, Daniel Goodhue, V. Hacquard, J. Lidz","doi":"10.1080/10489223.2021.2020275","DOIUrl":"https://doi.org/10.1080/10489223.2021.2020275","url":null,"abstract":"ABSTRACT Wh-phrases in Mandarin have an interrogative (like English what) and an indefinite (like English a/some) interpretation. Previous comprehension studies find that children can access both interpretations around 4.5 years old; studies with younger children focus on production and find that children between 2 and 4.5 do not reliably produce the indefinite interpretation in naturalistic speech or in elicited imitation tasks. In this article, we use comprehension tasks to examine 3-year-olds’ interpretation of wh-phrases. We find that they have adult-like interpretations of wh-phrases in two different contexts: in dou -sentences (Experiment 1), where the indefinite interpretation is the only available interpretation and the whole sentence receives a universal reading (roughly equivalent to English any), and in negated sentences (Experiment 2), where the interpretation of wh-phrases depends on prosodic prominence and the indefinite interpretation leads to an existential reading of the sentence.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"29 1","pages":"296 - 326"},"PeriodicalIF":1.2,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.1080/10489223.2021.2023813
Adam Liter, E. Grolla, J. Lidz
ABSTRACT Non-adult-like linguistic behavior in children is sometimes taken as evidence for endogenous factors that drive selection of grammatical features from the child’s hypothesis space of possible grammars. Analyses of English-acquiring children’s productions of medial wh-phrases exemplify this trend in particular. We provide an alternative account of these productions as performance errors arising from underdeveloped cognitive inhibition. We offer experimental evidence in favor of our failure of inhibition account. The results argue against treating these errors as reflecting incomplete or non-target acquisition of grammatical features. Instead, the results support a theory of how these errors arise and are subsequently purged from children’s productions that reduces to a theory of how cognitive inhibition develops during childhood.
{"title":"Cognitive inhibition explains children’s production of medial wh-phrases","authors":"Adam Liter, E. Grolla, J. Lidz","doi":"10.1080/10489223.2021.2023813","DOIUrl":"https://doi.org/10.1080/10489223.2021.2023813","url":null,"abstract":"ABSTRACT Non-adult-like linguistic behavior in children is sometimes taken as evidence for endogenous factors that drive selection of grammatical features from the child’s hypothesis space of possible grammars. Analyses of English-acquiring children’s productions of medial wh-phrases exemplify this trend in particular. We provide an alternative account of these productions as performance errors arising from underdeveloped cognitive inhibition. We offer experimental evidence in favor of our failure of inhibition account. The results argue against treating these errors as reflecting incomplete or non-target acquisition of grammatical features. Instead, the results support a theory of how these errors arise and are subsequently purged from children’s productions that reduces to a theory of how cognitive inhibition develops during childhood.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"29 1","pages":"327 - 359"},"PeriodicalIF":1.2,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46068775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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