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Switch to: References
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This study investigates the child‐directed speech (CDS) of four Russian‐, six German, and six English‐speaking mothers to their 2‐year‐old children. Typologically Russian has considerably less restricted word order than either German or English, with German showing more word‐order variants than English. This could lead to the prediction that the lexical restrictiveness previously found in the initial strings of English CDS by Cameron‐Faulkner, Lieven, and Tomasello (2003) would not be found in Russian or German CDS. However, despite differences between the three (...) |
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En el siguiente trabajo, se analiza el desarrollo histórico del verbo meter, particularmente sus usos auxiliares como construcción incoativa y causativa. El objetivo consiste en establecer un contraste entre las variedades americana y peninsular; esta última, representada por la investigación de Comer. Para el contraste de variedades dialectales, se seleccionan cuatro criterios de análisis: la fijación sintáctica, la incorporación sintáctica, la animacidad del sujeto y la dinamicidad del infinitivo. En este sentido, el estudio se apoya en la teoría de la (...) |
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Journal Name: Cognitive Linguistics Issue: Ahead of print. |
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The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: (...) |
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This study traces the individual learning trajectories of an adult beginner L2 Finnish learner in expressing the extralinguistic concept of evaluation from a dynamic usage-based perspective. Our results provide support for the view of learner language as a dynamic system in which patterns wax and wane and in which a change in one component has the potential to affect the whole system. In the early stages of learning there was a strong preference to use lexical verbs first, and then adjectives. (...) |
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Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while the (...) |
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Journal Name: Cognitive Linguistics Issue: Ahead of print. |
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According to the (in)famous fourth law of Kuryłowicz (K4), when a morphological doublet arises in a language, the newer form becomes associated with the prototypical, basic meaning, while the old form takes a secondary meaning. This paper takes a first attempt at a more thorough inquiry of K4 to assess whether prototypicality of meaning has an effect on morphological change. Three studies on historical Dutch are taken on: -enversus -splurals, the apocope of schwa and the apocope of -de.The effects of (...) |
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Lexicalized theories of syntax often assume that verb-structure regularities are mediated by lemmas, which abstract over variation in verb tense and aspect. German syntax seems to challenge this assumption, because verb position depends on tense and aspect. To examine how German speakers link these elements, a structural priming study was performed which varied syntactic structure, verb position, and verb overlap.structural priming was found, both within and across verb position, but priming was larger when the verb position was the same between (...) |
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All accounts of language acquisition agree that, by around age 4, children’s knowledge of grammatical constructions is abstract, rather than tied solely to individual lexical items. The aim of the present research was to investigate, focusing on the passive, whether children’s and adults’ performance is additionally semantically constrained, varying according to the distance between the semantics of the verb and those of the construction. In a forced‐choice pointing study (Experiment 1), both 4‐ to 6‐year olds (N = 60) and adults (...) |
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