Syntactic Priming in Language Acquisition
Representations, mechanisms and applications
Katherine Messenger | University of Warwick
Syntactic priming is a naturally-occurring psycholinguistic phenomenon that has been used as an experimental manipulation to great effect: over the last 20 years, syntactic priming research with children of different backgrounds has added to our understanding of the mechanisms and stages of syntactic development and priming. This collection of original articles explores the state of the art in that literature. Ten chapters review the findings of syntactic priming research with monolingual and multilingual, typically-developing and atypically-developing child populations from a variety of language backgrounds. The expert authors explore what syntactic priming has revealed about children’s development of syntax and propose ways in which methodological innovations and broadening the scope of future research can build on this. The collection will be a useful resource for researchers from diverse areas of the field of child language, particularly those with a focus on grammatical development.
[Trends in Language Acquisition Research, 31] 2022. viii, 226 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Chapter 1. Introduction to syntactic priming in language acquisition: Representations, mechanisms and applicationsKatherine Messenger | pp. 1–14
Chapter 2. Syntactic priming and child language competence: A critical review and methodological considerations for future researchCarla Contemori | pp. 15–34
Chapter 3. Beyond the English passive: What we can learn from syntactic priming about L1 acquisition by exploring other structures and languagesAnouschka Foltz | pp. 35–56
Chapter 4. How does syntactic priming experience support language development?Katherine Messenger, Holly Branigan, Leone Buckle and Laura Lindsay | pp. 57–82
Chapter 5. Sticking to what we know: Methodological limitations to generalizabilityEmily Atkinson | pp. 83–106
Chapter 6. Structural priming in bilingual childrenPerla B. Gámez, Marina Vasilyeva and Jordan Sierra Perry | pp. 107–128
Chapter 7. What can syntactic priming tell us about crosslinguistic influence?Ludovica Serratrice | pp. 129–156
Chapter 8. Syntactic priming and alignment in children with autism spectrum disorderZoë Hopkins | pp. 157–182
Chapter 9. Syntactic priming as a window to investigate grammatical learning in non-typical populationsMaria Garraffa and Giuditta Smith | pp. 183–202
Chapter 10. Syntactic priming and language intervention for children with grammatical deficitsLaurence B. Leonard, Windi Krok and Lisa Wisman Weil | pp. 203–224
Index | pp. 225–226
Cited by 1 other publications
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