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John Benjamins Publishing Company
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1568-1467
Annual Review of Language Acquisition
2
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Annual Review of Language Acquisition
Volume 2 (2002)
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arla.2
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https://benjamins.com
02
https://benjamins.com/catalog/arla.2
1
B01
Lynn Santelmann
Santelmann, Lynn
Lynn
Santelmann
2
B01
Maaike Verrips
Verrips, Maaike
Maaike
Verrips
3
B01
Frank Wijnen
Wijnen, Frank
Frank
Wijnen
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eng
206
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LAN009000
v.2006
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LIN.LA
Language acquisition
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36
Article
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Early sensitivity to linguistic form
1
A01
LouAnn Gerken
Gerken, LouAnn
LouAnn
Gerken
University of Arizona
10
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JB code
arla.2.03bec
37
58
22
Article
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The development of the copula in Child English
The
development of the copula in Child English
The lightness of <i>be</i>
1
A01
Misha Becker
Becker, Misha
Misha
Becker
University of North Carolina Chapel Hill
01
The dissertation summarized here provides an account of the fact that young children acquiring English (around age 2) often produce utterances like (1), in which they omit a form of the copula, <i>be</i>.
<br /> (1)I in the kitchen.
<br /> Children’s production of forms like (1) is interesting for two main reasons: firstly, utterances like these do not occur in the input (adult English); secondly, children’s omission of the copula conforms to a systematic pattern (it is neither across the board, nor haphazard). In particular, children omit the copula far less frequently in utterances like (2).
<br /> (2)He’s a dog.
<br /> The difference between the constructions in (1) and (2) can be characterized in terms of the well-known semantic stage-level/individual-level contrast. That is, a location such as ‘in the kitchen’ denotes a stage-level property of the subject; a predicate such as ‘a dog’ denotes an individual-level property of the subject. I argue for a syntactic difference between stage- and individual-level predicates: stage-level predicates contain additional functional structure (AspP) that individual-level predicates lack. Cross-linguistic support for this proposal is provided.
<br /> As for why children acquiring English omit the copula in main clauses, I link this to the fact that non-finite main clauses are permitted in child English. I define finiteness in terms of a binding relation between an abstract Tense Operator (T<sub>OP</sub>) (located in CP) and Infl. In certain grammars (among them child English) T<sub>OP</sub> may bind Asp instead of Infl, if Asp is projected in the particular clause. However, this binding relation does not result in the clause being finite. Since Asp is projected in clauses with stage-level predicates, but not in those with individual-level predicates, it follows that stage-level predicates may occur in non-finite clauses while individual-level predicates occur with a finite clause. Coupled with the hypothesis that an overt copula is finite (in the sample studied here it is inflected over 99% of the time) and an omitted copula indicates non-finiteness, the pattern of copula omission and production in child English is accounted for.
10
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84
26
Article
4
01
Derived words in the lexicon of Polish children
The role of word structure in derivational rule acquisition
1
A01
Ewa Haman
Haman, Ewa
Ewa
Haman
Faculty of Psychology, University of Warsaw
01
The present work is an attempt to explain how the structure of derived words influences the order of acquisition of word formation rules. Three main types of derivatives — transpositions, modifications and mutations — are investigated in Polish child language. The differences among the three categories (analyzed in nouns, verbs and adjectives) are discussed, regarding semantic and formal changes undergone in the process of forming complex words. It is claimed that semantic-formal correspondence is an essential factor influencing the order of acquisition of word formation rules. Modifications in which the correspondence is both preserved and has a simple character emerge earlier than the other types of derivatives — transpositions (the correspondence is broken) and mutations (the correspondence is complex). The proposal is said to be complementary to Clark’s principles of acquisition of complex words (Clark, 1993).
<br /> Polish has a very rich word formation system (compared e.g. with English), thus the analysis of word formation acquisition in such a language seems to be especially important for developmental psycholinguistic research. The proposal is tested on four Polish children’s speech diaries available in CHILDES (Smoczynska, 1998). All data available from ages two to seven were analyzed. The analyses revealed that indeed modifications are acquired earlier than transpositions and mutations. The consequences of the finding for psycholinguistic theory are discussed.
10
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JB code
arla.2.05ram
85
115
31
Article
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Language discrimination by newborns
Teasing apart phonotactic, rhythmic, and intonational cues
1
A01
Franck Ramus
Ramus, Franck
Franck
Ramus
Laboratoire de Sciences Cognitives et Psycholinguistique (EHESS/CNRS), Paris, France
20
bootstrapping
20
intonation
20
language discrimination
20
newborn speech perception
20
prosody
20
rhythm
01
Speech rhythm has long been claimed to be a useful bootstrapping cue in the very first steps of language acquisition. Previous studies have suggested that newborn infants do categorize varieties of speech rhythm, as demonstrated by their ability to discriminate between certain languages. However, the existing evidence is not unequivocal: in previous studies, stimuli discriminated by newborns always contained additional speech cues on top of rhythm. Here, we conducted a series of experiments assessing discrimination between Dutch and Japanese by newborn infants, using a speech resynthesis technique to progressively degrade non-rhythmical properties of the sentences. When the stimuli are resynthesized using identical phonemes and artificial intonation contours for the two languages, thereby preserving only their rhythmic and broad phonotactic structure, newborns still seem to be able to discriminate between the two languages, but the effect is weaker than when intonation is present. This leaves open the possibility that the temporal correlation between intonational and rhythmic cues might actually facilitate the processing of speech rhythm.
10
01
JB code
arla.2.06ros
117
155
39
Article
6
01
Relations between segmental and prosodic structure in first language acquisition
1
A01
Yvan Rose
Rose, Yvan
Yvan
Rose
Memorial University of Newfoundland
01
In this paper, I discuss a number of relations that take place between melodic content and higher prosodic structure in first language phonological development. I explore acquisition patterns found in data on the acquisition of Québec French. Starting with the observation that prosodic structure and, more specifically, stressed syllables, play a central role in phonological acquisition, I hypothesize that the inter-relations between prosodic and segmental structure posited by formal models of phonological organisation should be witnessed within and across developmental stages. I support this hypothesis through two findings from the French data. First, complex onsets emerge in stressed syllables before unstressed ones. Second, different types of consonants (placeless versus place-specified) emerge in word-final position at different stages. From these observations, I argue that the phenomena observed in these data are best captured in an analysis based on constituent structure and relationships between feature specification and prosodic constituency, which are governed by universal markedness.
10
01
JB code
arla.2.07sar
157
201
45
Article
7
01
Saute ça / “Jump this!
The acquisition of the <i>faire faire</i> causative by first and second language learners of French
1
A01
Mela Sarkar
Sarkar, Mela
Mela
Sarkar
Faculty of Education, McGill University
02
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978001983
03
01
01
JB
John Benjamins Publishing Company
01
JB code
ARLA 2 Pb
15
9781588113122
BC
01
ARLA
02
1568-1467
Annual Review of Language Acquisition
2
01
Annual Review of Language Acquisition
Volume 2 (2002)
01
arla.2
01
https://benjamins.com
02
https://benjamins.com/catalog/arla.2
1
B01
Lynn Santelmann
Santelmann, Lynn
Lynn
Santelmann
2
B01
Maaike Verrips
Verrips, Maaike
Maaike
Verrips
3
B01
Frank Wijnen
Wijnen, Frank
Frank
Wijnen
01
eng
206
iv
202
LAN009000
v.2006
CF
2
24
JB Subject Scheme
LIN.LA
Language acquisition
06
04
09
01
https://benjamins.com/covers/475/arla.2.png
04
03
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https://benjamins.com/covers/475_jpg/9789027254627.jpg
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https://benjamins.com/covers/1200_front/arla.2.pb.png
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Section header
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Articles
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JB code
arla.2.02ger
1
36
36
Article
2
01
Early sensitivity to linguistic form
1
A01
LouAnn Gerken
Gerken, LouAnn
LouAnn
Gerken
University of Arizona
10
01
JB code
arla.2.03bec
37
58
22
Article
3
01
The development of the copula in Child English
The
development of the copula in Child English
The lightness of <i>be</i>
1
A01
Misha Becker
Becker, Misha
Misha
Becker
University of North Carolina Chapel Hill
01
The dissertation summarized here provides an account of the fact that young children acquiring English (around age 2) often produce utterances like (1), in which they omit a form of the copula, <i>be</i>.
<br /> (1)I in the kitchen.
<br /> Children’s production of forms like (1) is interesting for two main reasons: firstly, utterances like these do not occur in the input (adult English); secondly, children’s omission of the copula conforms to a systematic pattern (it is neither across the board, nor haphazard). In particular, children omit the copula far less frequently in utterances like (2).
<br /> (2)He’s a dog.
<br /> The difference between the constructions in (1) and (2) can be characterized in terms of the well-known semantic stage-level/individual-level contrast. That is, a location such as ‘in the kitchen’ denotes a stage-level property of the subject; a predicate such as ‘a dog’ denotes an individual-level property of the subject. I argue for a syntactic difference between stage- and individual-level predicates: stage-level predicates contain additional functional structure (AspP) that individual-level predicates lack. Cross-linguistic support for this proposal is provided.
<br /> As for why children acquiring English omit the copula in main clauses, I link this to the fact that non-finite main clauses are permitted in child English. I define finiteness in terms of a binding relation between an abstract Tense Operator (T<sub>OP</sub>) (located in CP) and Infl. In certain grammars (among them child English) T<sub>OP</sub> may bind Asp instead of Infl, if Asp is projected in the particular clause. However, this binding relation does not result in the clause being finite. Since Asp is projected in clauses with stage-level predicates, but not in those with individual-level predicates, it follows that stage-level predicates may occur in non-finite clauses while individual-level predicates occur with a finite clause. Coupled with the hypothesis that an overt copula is finite (in the sample studied here it is inflected over 99% of the time) and an omitted copula indicates non-finiteness, the pattern of copula omission and production in child English is accounted for.
10
01
JB code
arla.2.04ham
59
84
26
Article
4
01
Derived words in the lexicon of Polish children
The role of word structure in derivational rule acquisition
1
A01
Ewa Haman
Haman, Ewa
Ewa
Haman
Faculty of Psychology, University of Warsaw
01
The present work is an attempt to explain how the structure of derived words influences the order of acquisition of word formation rules. Three main types of derivatives — transpositions, modifications and mutations — are investigated in Polish child language. The differences among the three categories (analyzed in nouns, verbs and adjectives) are discussed, regarding semantic and formal changes undergone in the process of forming complex words. It is claimed that semantic-formal correspondence is an essential factor influencing the order of acquisition of word formation rules. Modifications in which the correspondence is both preserved and has a simple character emerge earlier than the other types of derivatives — transpositions (the correspondence is broken) and mutations (the correspondence is complex). The proposal is said to be complementary to Clark’s principles of acquisition of complex words (Clark, 1993).
<br /> Polish has a very rich word formation system (compared e.g. with English), thus the analysis of word formation acquisition in such a language seems to be especially important for developmental psycholinguistic research. The proposal is tested on four Polish children’s speech diaries available in CHILDES (Smoczynska, 1998). All data available from ages two to seven were analyzed. The analyses revealed that indeed modifications are acquired earlier than transpositions and mutations. The consequences of the finding for psycholinguistic theory are discussed.
10
01
JB code
arla.2.05ram
85
115
31
Article
5
01
Language discrimination by newborns
Teasing apart phonotactic, rhythmic, and intonational cues
1
A01
Franck Ramus
Ramus, Franck
Franck
Ramus
Laboratoire de Sciences Cognitives et Psycholinguistique (EHESS/CNRS), Paris, France
20
bootstrapping
20
intonation
20
language discrimination
20
newborn speech perception
20
prosody
20
rhythm
01
Speech rhythm has long been claimed to be a useful bootstrapping cue in the very first steps of language acquisition. Previous studies have suggested that newborn infants do categorize varieties of speech rhythm, as demonstrated by their ability to discriminate between certain languages. However, the existing evidence is not unequivocal: in previous studies, stimuli discriminated by newborns always contained additional speech cues on top of rhythm. Here, we conducted a series of experiments assessing discrimination between Dutch and Japanese by newborn infants, using a speech resynthesis technique to progressively degrade non-rhythmical properties of the sentences. When the stimuli are resynthesized using identical phonemes and artificial intonation contours for the two languages, thereby preserving only their rhythmic and broad phonotactic structure, newborns still seem to be able to discriminate between the two languages, but the effect is weaker than when intonation is present. This leaves open the possibility that the temporal correlation between intonational and rhythmic cues might actually facilitate the processing of speech rhythm.
10
01
JB code
arla.2.06ros
117
155
39
Article
6
01
Relations between segmental and prosodic structure in first language acquisition
1
A01
Yvan Rose
Rose, Yvan
Yvan
Rose
Memorial University of Newfoundland
01
In this paper, I discuss a number of relations that take place between melodic content and higher prosodic structure in first language phonological development. I explore acquisition patterns found in data on the acquisition of Québec French. Starting with the observation that prosodic structure and, more specifically, stressed syllables, play a central role in phonological acquisition, I hypothesize that the inter-relations between prosodic and segmental structure posited by formal models of phonological organisation should be witnessed within and across developmental stages. I support this hypothesis through two findings from the French data. First, complex onsets emerge in stressed syllables before unstressed ones. Second, different types of consonants (placeless versus place-specified) emerge in word-final position at different stages. From these observations, I argue that the phenomena observed in these data are best captured in an analysis based on constituent structure and relationships between feature specification and prosodic constituency, which are governed by universal markedness.
10
01
JB code
arla.2.07sar
157
201
45
Article
7
01
Saute ça / “Jump this!
The acquisition of the <i>faire faire</i> causative by first and second language learners of French
1
A01
Mela Sarkar
Sarkar, Mela
Mela
Sarkar
Faculty of Education, McGill University
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20021022
2002
John Benjamins
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08
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gr
01
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