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On the acquisition of either and too
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In: Experiments in Linguistic Meaning; Vol 1 (2021); 159-171 ; 2694-1791 (2021)
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Many systems, one strategy: Acquiring ordinals in Dutch and English
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In: Glossa: a journal of general linguistics; Vol 5, No 1 (2020); 100 ; 2397-1835 (2020)
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Syntactic complexity and inflections in the written production of L1 and L2 French
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In: Bucharest Working Papers in Linguistics, Vol XVIII, Iss 2, Pp 99-114 (2016) (2016)
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Verbal Transitivity Development in Russian First Language Acquisition
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| 5 |
Verbal and Non-Verbal Cognition in English and French : Adults and L1 Acquisition
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In: Conférence de clôture du projet Langacross 2 " Linguistic Diversity and Cognition : Implications for First and Second Language Acquisition " ; https://halshs.archives-ouvertes.fr/halshs-01068343 ; Conférence de clôture du projet Langacross 2 " Linguistic Diversity and Cognition : Implications for First and Second Language Acquisition ", Jun 2014, Lille, France (2014)
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Communication accommodation theory in conversation with second language learners
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Communication accommodation theory in conversation with second language learners
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Phonological Explorations ; Phonological Explorations: Empirical, Theoretical and Diachronic Issues
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In: https://hal.archives-ouvertes.fr/hal-01120076 ; Botma, Bert & Noske, Roland. Netherlands. Mouton de Gruyter, 2012, Linguistische Arbeiten, 978-3-11-029516-0 ; 978-3-11-029517-7 (e-ISBN) ; 0344-6737 (ISSN) (2012)
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The development of yes-no question intonation in Puerto Rican Spanish
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1345565869 (2012)
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| 10 |
Jamais deux sans trois ? Comment l’enfant s’approprie trois langues parallèlement (étude de cas)
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In: Studii de Lingvistica, Vol 2, Iss 1, Pp 123-141 (2012) (2012)
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| 11 |
Comprehension and production of Wh-Interrogatives in the L1 acquisition of Greek: ...
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| 12 |
Articles, adjectives and age of onset: the acquisition of Dutch grammatical gender
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: SAGE Publications, 2011. : Sage UK: London, England, 2011
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| 13 |
The acquisition of a verbal paradigm: Verb Morphology in French L1 children
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| 14 |
The vulnerability of gender on determiners in L1, 2L1 and L2 acquisition
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In: Bucharest Working Papers in Linguistics, Vol XI, Iss 2, Pp 97-108 (2009) (2009)
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| 15 |
Articles, adjectives and age of onset: the acquisition of Dutch grammatical gender
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In: ISSN: 0267-6583 ; EISSN: 1477-0326 ; Second Language Research ; https://hal.archives-ouvertes.fr/hal-00570746 ; Second Language Research, SAGE Publications, 2008, 24 (3), pp.297-331. ⟨10.1177/0267658308090183⟩ (2008)
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| 16 |
The acquisition of compositional definiteness in Norwegian
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In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 34, Iss 3 (2008) (2008)
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| 19 |
Children’s processing of morphosyntactic and prosodic cues in overriding context-based hypotheses: an eye tracking study
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Abstract:
This research explores children’s ability to integrate contextual and linguistic cues. Prior work has shown that children are not able to weigh contextual information in an adult-like way and that between the age of 4 and 6 they show difficulties in revising a hypothesis they have made based on earlyarriving linguistic information in sentence processing. Therefore we considered children’s ability to confirm or override a context-based hypothesis based on linguistic information. Our objective in this study was to test (1) children’s (ages 4–6) ability to form a hypothesis based on contextual information, (2) their ability to override such a hypothesis based on linguistic information and (3) how children are able to use different types of linguistic cues (morphosyntactic versus prosodic) to confirm or override the initial hypothesis. Results from both offline (pointing) and online (eye tracking) tasks suggest that children in this age group indeed form hypotheses based on contextual information. Age effects were found regarding children’s ability to override these hypotheses. Overall, 4-year-olds were not shown to be able to override their hypotheses using linguistic information of interest. For 5- and 6-year-olds, it depended on the types of linguistic cues that were available to them. Children were better at using morphosyntactic cues to override an initial hypothesis than they were at using prosodic cues to do so. Our results suggest that children slowly develop the ability to override hypotheses based on early-arriving information, even when that information is extralinguistic and contextual. Children must learn to weight different types of cues in an adult-like way. This developmental period of learning to prioritize different cues in an adult-like way is consistent with a constraint-based model of learning.
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Keyword:
Catalan; Eyetracking; Intonation; L1 acquisition; Prosody
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URL: https://doi.org/10.1515/probus-2016-0004
http://hdl.handle.net/10230/26976
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