Effect of Subject Types on the Production of Auxiliary "Is" in Young English-Speaking Children

Autor/inn/en	Guo, Ling-Yu; Owen, Amanda J.; Tomblin, J. Bruce
Titel	Effect of Subject Types on the Production of Auxiliary "Is" in Young English-Speaking Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 53 (2010) 6, S.1720-1741 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2010/09-0058)
Schlagwörter	Sentences; Nouns; Morphemes; Language Acquisition; Young Children; Tests; Child Development; Age Differences; Evaluation Methods; Prediction; Task Analysis + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Morphem; Sprachaneignung; Spracherwerb; Frühe Kindheit; Examination; Prüfung; Examen; Kindesentwicklung; Age; Difference; Age difference; Altersunterschied; Vorhersage; Aufgabenanalyse
Abstract	Purpose: In this study, the authors tested the unique checking constraint (UCC) hypothesis and the usage-based approach concerning why young children variably use tense and agreement morphemes in obligatory contexts by examining the effect of subject types on the production of auxiliary "is". Method: Twenty typically developing 3-year-olds were included in this study. The children's production of auxiliary "is" was elicited in sentences with pronominal subjects, high-frequency lexical noun phrase (NP) subjects (e.g., "the dog"), and low-frequency lexical NP subjects (e.g., "the deer"). Results: As a group, children did not use auxiliary "is" more accurately with pronominal subjects than with lexical NP subjects. Furthermore, individual data revealed that although some children used auxiliary "is" more accurately with pronominal subjects than with lexical NP subjects, the majority of children did not show this trend. Conclusion: The symmetry observed between lexical and pronominal subjects supports the predictions of the UCC hypothesis, although additional mechanisms may be needed to account for the asymmetry between subject types in some individual children. Discrepant results between the present study and previous studies were attributed to differences in task formats and children's developmental levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10