Case assignment in English-speaking children: a paired priming paradigm.
Case assignment in English-speaking children: a paired priming paradigm.
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DOI：
10.1017/s0305000916000337
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发表时间：
2017-07
影响因子：
2.2
通讯作者：
Leonard LB
中科院分区：
文献类型：
--
作者：
Wisman Weil L;Leonard LB
这项研究采用配对启动范式来询问输入特征是否会影响儿童在主语位置使用非主格与主格格的倾向，以及即使在动词被标记为一致时也使用非主格形式的倾向。三十名英语儿童（年龄 2;6 至 3;7）听到带有非对比格形式的代词句子（例如，爸爸拥抱它，它拥抱跳跳虎），并且假设这些形式会比孩子们听到对比格形式（例如，爸爸拥抱我们，我们拥抱跳跳虎）更频繁地在引出短语中导致更多错误（例如，他拥抱巴尼）。小狗）。时态/一致特征也在儿童引出的作品中得到了检验。研究结果与预测一致，支持了输入歧义假说。讨论了可选不定式阶段对经常账户的影响。
This study employed a paired priming paradigm to ask whether input features influence a child’s propensity to use non-nominative versus nominative case in subject position, and to use non-nominative forms even when verbs are marked for agreement. Thirty English-speaking children (ages 2;6 to 3;7) heard sentences with pronouns that had non-contrasting case forms (e.g., Dad hugs it and it hugs Tigger) and it was hypothesized that these forms would lead to more errors (e.g., Him hugs Barney) in an elicited phrase more often than if the children heard contrasting case forms (e.g., Dad hugs us and we hug the doggie). Tense/agreement features were also examined in children’s elicited productions. The findings were consistent with predictions, and supported the input ambiguity hypothesis of. Implications for current accounts of the optional infinitive stage are discussed.