Priming of Abstract Logical Representations in 4-Year-Olds

Autor/inn/en	Viau, Joshua; Lidz, Jeffrey; Musolino, Julien
Titel	Priming of Abstract Logical Representations in 4-Year-Olds
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 17 (2010) 1-2, S.26-50 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
Schlagwörter	Sentences; Semantics; Syntax; Language Processing; Pragmatics; Preschool Children; Figurative Language; Linguistic Theory; Language Acquisition; Cues + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Semantik; Sprachverarbeitung; Pragmalinguistik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Linguistische Theorie; Sprachaneignung; Spracherwerb; Stichwort
Abstract	Though preschoolers in certain experimental contexts strongly prefer to interpret ambiguous sentences containing quantified NPs and negation on the basis of surface syntax (e.g., Musolino's 1998 "observation of isomorphism"), contextual manipulations can lead to more adult-like behavior. But is isomorphism a "purely" pragmatic phenomenon, as recently proposed? In Experiment 1, we begin by isolating the contextual factor responsible for children's improvement in Musolino & Lidz (2006). We then demonstrate in Experiment 2 that this factor can be used to prime inverse scope interpretations. To remove pragmatics from the equation to the extent possible, we show in Experiment 3 that the same effect can be achieved via semantic priming. Our results represent the first clear evidence for priming of the abstract logico-syntactic structures underlying these interpretations and, thus, highlight the importance of language processing alongside pragmatic reasoning during children's linguistic development. (Contains 16 footnotes and 7 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10