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1. The Prosodic (Re)organization of Children's Early English Articles (EJ824985)
Author(s):
Demuth, Katherine; McCullough, Elizabeth
Source:
Journal of Child Language, v36 n1 p173-200 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Syntax; Morphemes; English; Form Classes (Languages); Phonology; Longitudinal Studies; Language Acquisition; Infants; Linguistic Theory; Child Language; Grammar
Abstract: Researchers have long been puzzled by children's variable omission of grammatical morphemes, often attributing this to a lack of semantic or syntactic competence. Recent studies suggest that some of this variability may be due to phonological constraints. This paper explored this issue further by conducting a longitudinal study of five English-speaking one- to two-year-olds' acquisition of articles. It found that most children were more likely to produce articles when these could be produced as part of a disyllabic foot. However, acoustic analysis revealed that one child initially produced all articles as independent prosodic words. These findings confirm that some of the variable production of articles is conditioned by constraints on children's early phonologies, providing further support for the Prosodic Licensing Hypothesis. They also hold important implications for our understanding of the emergence of syntactic knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Prosodically-Conditioned Variability in Children's Production of French Determiners (EJ784699)
Demuth, Katherine; Tremblay, Annie
Journal of Child Language, v35 n1 p99-127 Feb 2008
2008-02-00
Journal Articles; Reports - Evaluative
Descriptors: Speech Communication; Form Classes (Languages); Morphemes; Grammar; French; Language Acquisition; Child Language
Abstract: Researchers have long noted that children's grammatical morphemes are variably produced, raising questions about when and how grammatical competence is acquired. This study examined the spontaneous production of determiners by two French-speaking children aged 1 ; 5-2 ; 5. It found that determiners were produced earlier with monosyllabic words, and later with disyllabic and trisyllabic words. This suggests that French-speaking children's early determiners are prosodically licensed as part of a binary foot, with determiners appearing more consistently only once prosodic representations become more complex. This study therefore provides support for the notion that grammatical morphemes first appear in prosodically licensed contexts, suggesting that some of the early variability in morphological production is systematic and predictable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Structure of Branching Onsets and Rising Diphthongs: Evidence from the Acquisition of French and Spanish (EJ782868)
Kehoe, Margaret; Hilaire-Debove, Geraldine; Demuth, Katherine; Lleo, Conxita
Language Acquisition: A Journal of Developmental Linguistics, v15 n1 p5-57 Jan 2008
2008-01-00
Descriptors: Speech Communication; Error Patterns; Vowels; French; Spanish Speaking; Language Acquisition; Young Children; Language Research; Case Studies; Longitudinal Studies
Abstract: Consonant-glide-vowel (CGV) sequences are represented differently across languages. In some languages, the CG sequence is represented as a branching onset; in other languages, the GV sequence is represented as a rising diphthong. Given variable syllabification across languages, this study examines how young children represent CGV sequences. In particular, we evaluate Rose's (2000) proposal, based on French acquisition data, that CGV sequences are initially represented as rising diphthongs. To do this, we examined children's acquisition of CGV sequences in cross-sectional data from 14 French-speaking children (aged 1;10-2;10 years) and longitudinal data from five Spanish-speaking children (aged 1;3-3;0 years). Across several different measures (order of acquisition, style of acquisition, positional faithfulness, error patterns), children's production of rising diphthongs and branching onsets patterned similarly. The results suggest that at least for these children, CGV sequences are represented as branching onsets during the early stages of acquisition. (Contains 8 tables, 6 figures, and 20 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Early Syntactic Productivity: Evidence from Dative Shift (EJ754276)
Conwell, Erin; Demuth, Katherine
Cognition, v103 n2 p163-179 May 2007
2007-05-00
Descriptors: Young Children; Sentences; Language Acquisition; Syntax; Concept Formation; Word Order; Child Language
Abstract: The abstractness of children's early syntactic representations has been questioned in the recent acquisition literature. While some research has suggested that children's knowledge of basic constructions such as the transitive is robust and abstract at a very young age, other work has proposed that young children only have constructions that are specific to individual lexical items. The present paper seeks to resolve this discrepancy by examining children's abstract knowledge of the English dative alternation via a production study. The studies ask whether young children who hear a sentence like "I pilked the cup to Petey" know that the same meaning can be expressed with the sentence "I pilked Petey the cup." This generalization is well-attested in the language that children hear and represents a strong test-case for determining the nature of children's early syntactic representations. The results indicate that three-year-old children have productive knowledge of the English dative alternation, but that their performance can be influenced by small changes in the nature of the task. A preference for the prepositional dative form is also found and the possible reasons for this preference are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Asymmetries in the Acquisition of Word-Initial and Word-Final Consonant Clusters (EJ777502)
Kirk, Cecilia; Demuth, Katherine
Journal of Child Language, v32 n4 p709-734 Nov 2005
2005-11-00
Descriptors: Grammar; Language Acquisition; Phonemes; Longitudinal Studies; Toddlers
Abstract: Effects of negative input for 13 categories of grammatical error were assessed in a longitudinal study of naturalistic adult-child discourse. Two-hour samples of conversational interaction were obtained at two points in time, separated by a lag of 12 weeks, for 12 children (mean age 2;0 at the start). The data were interpreted within the framework offered by Saxton's (1997, 2000) contrast theory of negative input. Corrective input was associated with subsequent improvements in the grammaticality of child speech for three of the target structures. No effects were found for two forms of positive input: non-contingent models, where the adult produces target structures in non-error-contingent contexts; and contingent models, where grammatical forms follow grammatical child usages. The findings lend support to the view that, in some cases at least, the structure of adult-child discourse yields information on the bounds of grammaticality for the language-learning child. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Rules and Construction Effects in Learning the Argument Structure of Verbs (EJ777177)
Demuth, Katherine; Machobane, 'Malillo; Moloi, Francina
Journal of Child Language, v30 n4 p797-821 Nov 2003
2003-11-00
Descriptors: Language Acquisition; Verbs; Semantics; African Languages; Children; Word Order; Child Language; Language Research
Abstract: Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb semantics, especially in learning which verbs undergo dative-shift alternation in languages like English. The learning problem is somewhat simplified in Bantu double object constructions, where all applicative verbs show the same order of postverbal objects. However, Bantu languages differ as to what that order is, some placing the benefactive argument first, and others placing the animate argument first. Learning the language-specific word-order restrictions on Bantu double object applicative constructions is therefore more akin to setting a parameter (cf. Hyams, 1986). This study examined 100 three- to eight-year-old children's knowledge of word order restrictions in Sesotho double object applicatives. Performance on forced choice elicited production tasks found that four-year-olds showed evidence of rule learning, although eight-year-olds had not yet attained adult levels of performance. Further investigation found lexical construction effects for three-year-olds. These findings suggest that learning the argument structure of verbs, even when lexical semantics is not involved, may be more sensitive to lexical construction effects than previously thought. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Commentaries on "Filler Syllables: What Is Their Status in Emerging Grammar?" (EJ631052)
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, v28 n1 p243-82 Feb 2001
2001-00-00
N/A
Descriptors: Child Language; Developmental Stages; Generalization; Grammar; Language Acquisition; Language Variation; Linguistic Theory; Morphology (Languages); Phonology; Syllables; Syntax
Abstract: Various commentaries are included in response to an article on filler syllables and their status in emerging grammar. (Author/VWL)
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8. Questions, Relatives, and Minimal Projection. (EJ508436)
Demuth, Katherine
Language Acquisition, v4 n1-2 p49-71 1995
1995-00-00
Reports - Research; Journal Articles
Descriptors: Child Language; Language Acquisition; Language Research; Language Usage; Linguistic Theory; Phrase Structure; Toddlers; Uncommonly Taught Languages
Abstract: This article examines the acquisition of wh-questions and relative clauses in Sesotho, a language with no wh-movement in either questions or relatives, and in which wh-questions must be clefted. (10 references) (JL)
9. Issues in the Acquisition of the Sesotho Tonal System. (EJ468876)
Journal of Child Language, v20 n2 p275-301 Jun 1993
1993-00-00
Descriptors: Age Differences; Bantu Languages; Case Studies; Child Language; Language Acquisition; Language Research; Longitudinal Studies; Tone Languages; Uncommonly Taught Languages; Young Children
Abstract: Results of a longitudinal case study of a monolingual Sesotho-speaking boy show that rule-assigned tone on subject markers is marked appropriately by age two. Underlying tonal representations on verb roots are learned gradually over time, showing an early Default High tone pattern. (Contains 51 references.) (Author)
10. Subject, Topic and Sesotho Passive. (EJ405426)
Journal of Child Language, v17 n1 p67-84 Feb 1990
1990-00-00
Descriptors: Bantu Languages; Caregiver Speech; Child Language; Language Acquisition; Language Patterns; Language Universals; Oral Language; Phrase Structure; Uncommonly Taught Languages
Abstract: Analysis of Sesotho-speaking children's spontaneous language showed that the acquisition of passives was closely linked to the fact that Sesotho subjects must be discourse topics. It is suggested that a detailed analysis of how passive constructions interact with other components of a given linguistic system is critical for developing coherent and universally applicable theory of how passives are acquired. (Author/CB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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