Discontinuous development in the acquisition of filler-gap dependencies: Evidence from 15- and 20-month-olds.
This article investigates infant comprehension of filler-gap dependencies. Three experiments probe 15- and 20-month-olds’ comprehension of two filler-gap dependencies:wh-questions and relative clauses. Experiment 1 shows that both age groups appear to comprehendwh-questions. Experiment 2 shows that...
| Publicado en: | Language Acquisition Vol. 23; no. 3; pp. 234 - 261 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jul-Sep2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=116710032&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 116710032 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10489223 7MI jtl: Language Acquisition issn: 10489223 maglogo: N pubinfo: dt: Jul-Sep2016 vid: 23 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 116710032 10.1080/10489223.2015.1115048 ppf: 234 ppct: 27 formats: tig: atl: Discontinuous development in the acquisition of filler-gap dependencies: Evidence from 15- and 20-month-olds. aug: au: Gagliardi, Annie Mease, Tara M. Lidz, Jeffrey affil: Harvard University University of Maryland su: Comprehension Theory of knowledge Education Grammaticality (Linguistics) Grammar sug: subj: Comprehension Theory of knowledge Education Administration of Education Programs All Other Miscellaneous Schools and Instruction Educational Support Services Grammaticality (Linguistics) Grammar ab: This article investigates infant comprehension of filler-gap dependencies. Three experiments probe 15- and 20-month-olds’ comprehension of two filler-gap dependencies:wh-questions and relative clauses. Experiment 1 shows that both age groups appear to comprehendwh-questions. Experiment 2 shows that only the younger infants appear to comprehend relative clauses, while Experiment 3 shows that when parsing demands are reduced, older children can comprehend them as well. We argue that this discontinuous pattern follows from an offset in the development of grammatical knowledge and the deployment mechanisms for using that knowledge in real time. Fifteen-month-olds, we argue, lack the grammatical representation of filler-gap dependencies but are able to achieve correct performance in the task by using argument structure information. Twenty-month-olds do represent filler-gap dependencies but are inefficient in deploying those representations in real time. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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