| 1 |
Syntax and semantics: Similarities in late positive components
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The Developmental Origins of Syntactic Bootstrapping.
|
|
|
|
In: Topics in cognitive science, vol 12, iss 1 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Implicit learning of distributional patterns in linguistic and non-linguistic sequence production
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Referential Context and Executive Functioning Influence Children’s Resolution of Syntactic Ambiguity
|
|
|
|
In: J Exp Psychol Learn Mem Cogn (2020)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The developmental origins of syntactic bootstrapping
|
|
|
|
In: Top Cogn Sci (2019)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Narrative comprehension through analogy: A study in cognitive modeling and narrative clustering
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Remembering you read “doctoral dissertation”: Phrase frequency effects in recall and recognition memory
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Grammatical productivity in Mandarin resultative verb compounds
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
What does "it" mean anyway? Examining the time course of semantic activation in reference resolution
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The role of syntactic and discourse information in verb learning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Where are the Cookies? Two- and Three-year-olds use Number-Marked Verbs to Anticipate Upcoming Nouns
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Learning verb syntax via listening : new evidence from 22-month-olds
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The Development of Infants’ Use of Novel Verbal Information when Reasoning about Others' Actions
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Speed limits and red flags: why number agreement accidents happen
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Coming to agreement: representation and processing of English subject-verb agreement in acquisition
|
|
|
|
Abstract:
Syntactic dependencies provide a useful window on children’s grammatical development. In this project, we use subject-verb agreement as a tool for investigating how young children learn and process formal linguistic relationships, considering both classic questions about the role of semantic and syntactic- distributional knowledge in acquisition, and questions about the development of online sentence processing. One feature that makes subject-verb agreement ideal for such an investigation is the fact that the agreeing verb reflects the grammatical number of its subject. Thus, we say "she is", but "they are", marking the subject number both in the form of pronoun and on the verb. However, this link between number-meaning and linguistic form can easily be broken. We say "they are" even when we talk about a single pair of scissors, because scissors is a grammatically plural noun. Because agreement has clear notional correlates, but must ultimately be learned as a primarily syntactic dependency, we ask how this unfolds in development as a window on the role of semantic and syntactic knowledge in children’s acquisition of linguistic dependencies. Language processing is incremental: though precisely what information is accessible at different times changes with the task, both listeners and speakers put together each crumb of information as it becomes available to build a representation of the sentence at hand. Agreement involves a displacement or reflection of one word’s properties onto another word in the sentence. This means that agreement can be used to investigate the incremental use of displaced information on the verb during processing, to ease integration of, or even pre-activate, features of the upcoming subject. Experiments 1 and 2 ask what properties of the subject govern children’s choice of verb form in sentence production. Experiments 3 and 4 investigate how children and adults deploy their knowledge of agreement in online comprehension. Results from these studies suggest that by the age of 3 children treat agreement as a primarily syntactic dependency. Experiments 5 and 6 follow up on this finding by asking whether notional number plays any role in the online comprehension of agreement. For adults, agreement appears to act both as a cue to the likely grammatical and the likely notional number of the upcoming subject. Experiment 6 collects similar data from children, and results suggest that they too use agreement as a cue to the likely notional number of the upcoming subject. In the final chapter, Experiment 7 investigates 2.5-year-olds’ use of agreement during online comprehension, and discusses possible learning mechanisms that might result in the observed patterns. The findings presented here suggest that 2- and 3-year-old English-learners treat agreement as a primarily syntactic relationship, and are able to deploy their knowledge of agreement rapidly during online comprehension and in production. Remaining questions center on the balance of notional and grammatical number that agreement carries and the mechanism by which it does so, the degree to which children’s knowledge, demonstrated here with the agreeing forms is and are, generalizes to the rest of the English agreement paradigm, and testing predictions of the proposed learning mechanisms.
|
|
Keyword:
copula; English; language acquisition; morphosyntax; subject-verb agreement; syntax acquisition
|
|
URL: http://hdl.handle.net/2142/72786
|
|
BASE
|
|
Hide details
|
|
|
|
|
