10 results on '"Inflection"'
Search Results
2. Disentangling Effects of Input Frequency and Morphophonological Complexity on Children's Acquisition of Verb Inflection: An Elicited Production Study of Japanese.
- Author
-
Tatsumi, Tomoko, Ambridge, Ben, and Pine, Julian M.
- Subjects
- *
MORPHOPHONEMICS , *LANGUAGE acquisition , *CHILDREN'S language , *VERBS , *PRIMING (Psychology) - Abstract
Abstract: This study aims to disentangle the often‐confounded effects of input frequency and morphophonological complexity in the acquisition of inflection, by focusing on simple and complex verb forms in Japanese. Study 1 tested 28 children aged 3;3–4;3 on stative (complex) and simple past forms, and Study 2 tested 30 children aged 3;5–5;3 on completive (complex) and simple past forms, with both studies using a production priming paradigm. Mixed effects models for children's responses were built to test the prediction that children's verb use is explained by the relative bias in input frequency between the two inflectional forms. Although Study 1 did not show a significant effect of input bias (apparently due to problems with item selection), Study 2, which corrected for this problem, yielded the predicted relationship. These findings suggest that input frequency effects, at the level of different inflectional forms of the same verb stem, hold even after controlling for morphophonological complexity. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
3. Past participle formation in specific language impairment.
- Author
-
Kauschke, Christina, Renner, Lena F., and Domahs, Ulrike
- Subjects
- *
SPEECH disorders in children , *GERMAN language -- Grammar , *VERSIFICATION , *INFLECTION (Grammar) , *TONE (Phonetics) , *CHILDREN'S language , *CHILDREN , *COGNITION , *COMPARATIVE studies , *COMPARATIVE grammar , *LANGUAGE disorders in children , *PROBABILITY theory , *RESEARCH funding , *LOGISTIC regression analysis , *PHONOLOGICAL awareness , *HUMAN research subjects , *DATA analysis software , *DESCRIPTIVE statistics , *KRUSKAL-Wallis Test - Abstract
Background German participles are formed by a co-occurrence of prefixation and suffixation. While the acquisition of regular and irregular suffixation has been investigated exhaustively, it is still unclear how German children master the prosodically determined prefixation rule (prefix ge-). Findings reported in the literature are inconsistent on this point. In particular, it is unclear whether participle formation is vulnerable in German children with specific language impairment (SLI). Aims To compare children with and without SLI in their abilities to form German participles correctly, and to determine their relative sensitivities to the morphophonological regularities of prefixation. Methods & Procedures The performance of 14 German-speaking children with SLI (mean age = 7;5) in a participle formation task was compared with that of age-matched and younger typically developing controls. The materials included 60 regular verbs and 20 pseudo-verbs, half of them requiring the prefix ge-. Outcome & Results Overall, children with SLI performed poorly compared with both groups of typically developing children. Children with SLI tended either to avoid participle markings or choose inappropriate affixes. However, while such children showed marked impairment at the morphological level, they were generally successful in applying the morphoprosodic rules governing prefixation. Conclusions & Implications In contrast to earlier findings, the present results demonstrate that regular participle formation is problematic for German children with SLI. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
4. Verb inflection in monolingual Dutch and sequential bilingual Turkish-Dutch children with and without SLI.
- Author
-
Blom, Elma, Jong, Jan, Orgassa, Antje, Baker, Anne, and Weerman, Fred
- Subjects
- *
IMMIGRANTS , *ANALYSIS of variance , *CLINICAL medicine , *COMPARATIVE studies , *DIFFERENTIAL diagnosis , *EXPERIMENTAL design , *COMPARATIVE grammar , *LANGUAGE disorders in children , *MULTILINGUALISM , *PROJECTIVE techniques , *RESEARCH funding , *KEY performance indicators (Management) , *PHONOLOGICAL awareness , *CONTROL groups , *REPEATED measures design ,PHYSIOLOGICAL aspects of speech - Abstract
Both children with specific language impairment (SLI) and children who acquire a second language (L2) make errors with verb inflection. This overlap between SLI and L2 raises the question if verb inflection can discriminate between L2 children with and without SLI. In this study we addressed this question for Dutch. The secondary goal of the study was to investigate variation in error types and error profiles across groups. Data were collected from 6-8-year-old children with SLI who acquire Dutch as their first language (L1), Dutch L1 children with a typical development (TD), Dutch L2 children with SLI, and Dutch L1 TD children who were on average 2 years younger. An experimental elicitation task was employed that tested use of verb inflection; context (3SG, 3PL) was manipulated and word order and verb type were controlled. Accuracy analyses revealed effects of impairment in both L1 and L2 children with SLI. However, individual variation indicated that there is no specific error profile for SLI. Verb inflection use as measured in our study discriminated fairly well in the L1 group but classification was less accurate in the L2 group. Between-group differences emerged furthermore for certain types of errors, but all groups also showed considerable variation in errors and there was not a specific error profile that distinguished SLI from TD. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
5. Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular - s in Child L2 English.
- Author
-
Blom, Elma, Paradis, Johanne, and Duncan, Tamara Sorenson
- Subjects
- *
ENGLISH grammar , *PERSON (Grammar) , *LANGUAGE transfer (Language learning) , *ENGLISH as a foreign language , *INFLECTION (Grammar) , *ENGLISH language , *SECOND language acquisition , *MORPHOPHONEMICS , *AGREEMENT (Grammar) - Abstract
This study was designed to investigate the development of third-person singular (3SG) - s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were followed over a 2-year period. Assessing the contribution of a wide range of predictors, we show that word frequency, allomorph, lexicon size, inflectional properties of the first language (L1), and months of exposure to English all have impact on English L2 children's use of 3SG - s in obligatory contexts. This study enhances both our understanding of the development of 3SG - s and of child L2 acquisition. The outcomes support a usage-based approach to learning inflection and emphasize the importance of a multifactorial analysis of language development. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
6. Introduction. Beyond the Obvious: Do Second Language Learners Process Inflectional Morphology?
- Author
-
Gor, Kira
- Subjects
- *
INFLECTION (Grammar) , *SECOND language acquisition - Abstract
The article discusses various reports published within the issue, including one on the acquisition and processing of inflectional morphology by second language (L2) learners, and another on crosslinguistic comparisons in inflection processing among languages.
- Published
- 2010
- Full Text
- View/download PDF
7. Morphological Structure in Native and Nonnative Language Processing.
- Author
-
Clahsen, Harald, Felser, Claudia, Neubauer, Kathleen, Sato, Mikako, and Silva, Renita
- Subjects
- *
NATIVE language , *SECOND language acquisition , *MORPHOLOGY (Grammar) , *MORPHOSYNTAX , *LANGUAGE & languages , *LINGUISTIC typology - Abstract
This article presents a selective overview of studies that have investigated how advanced adult second language (L2) learners process morphologically complex words. The studies reported here have used different kinds of experimental tasks (including speeded grammaticality judgments, lexical decision, and priming) to examine three domains of morphological processing (regular and irregular inflection, derived word forms, and morphosyntactic phenomena) in L2 learners from typologically different first language (L1) backgrounds. The results from these studies demonstrate clear differences between native and nonnative processing in all three domains, indicating that adult L2 learners are less sensitive to morphological structure than native speakers and rely more on lexical storage than on morphological parsing during processing. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
8. Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage Versus Composition.
- Author
-
Bowden, Harriet Wood, Gelfand, Matthew P., Sanz, Cristina, and Ullman, Michael T.
- Subjects
- *
SPANISH language , *VERBS , *INFLECTION (Grammar) , *MORPHOLOGY (Grammar) , *SECOND language acquisition , *COMPOSITION (Language arts) - Abstract
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verbs) or Classes II and III (nondefault classes) and were asked to produce either first-person singular present tense or imperfect forms, in separate tasks. In the present tense, the L1 speakers showed inflected-form frequency effects (i.e., higher frequency forms were produced faster, which is taken as a reflection of storage) for stem-changing (irregular) verb forms from both Class I (e.g., pensar-pienso) and Classes II and III (e.g., perder-pierdo), as well as for non-stem-changing (regular) forms in Classes II/III (e.g., vender-vendo), in which the regular transformation does not appear to constitute a default. In contrast, Class I regulars (e.g., pescar-pesco), whose non-stem-changing transformation constitutes a default (e.g., it is applied to new verbs), showed no frequency effects. L2 speakers showed frequency effects for all four conditions (Classes I and II/III, regulars and irregulars). In the imperfect tense, the L1 speakers showed frequency effects for Class II/III (- ía-suffixed) but not Class I (- aba-suffixed) forms, even though both involve non-stem-change (regular) default transformations. The L2 speakers showed frequency effects for both types of forms. The pattern of results was not explained by a wide range of potentially confounding experimental and statistical factors and does not appear to be compatible with single-mechanism models, which argue that all linguistic forms are learned and processed in associative memory. The findings are consistent with a dual-system view in which both verb class and regularity influence the storage versus composition of inflected forms. Specifically, the data suggest that in L1, inflected verbal forms are stored (as evidenced by frequency effects) unless they are both from Class I and undergo non-stem-changing default transformations. In contrast, the findings suggest that at least these L2 participants may store all inflected verb forms. Taken together, the results support dual-system models of L1 and L2 processing in which, at least at mid-to-advanced L2 proficiency and lower levels of immersion experience, the processing of rule-governed forms may depend not on L1 combinatorial processes, but instead on memorized representations. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
9. Lexicalism, Periphrasis, and Implicative Morphology
- Author
-
Gert Webelhuth, Gregory Stump, and Farrell Ackerman
- Subjects
060201 languages & linguistics ,Grammar ,media_common.quotation_subject ,Phrasal verb ,06 humanities and the arts ,16. Peace & justice ,Predicate (grammar) ,Linguistics ,030507 speech-language pathology & audiology ,03 medical and health sciences ,0602 languages and literature ,Inflection ,Theoretical psychology ,0305 other medical science ,Periphrasis ,Mathematics ,media_common - Abstract
Several other chapters in this book analyze grammatical phenomena according to the architectural assumptions and constraint-based representational apparatus of lexicalist theories of grammar; in the present chapter, we ask some fundamental questions concerning what it means for a theory to be lexicalist. While critically assessing some consensus beliefs among lexicalists, this exploration will also serve as a corrective to certain pervasive misunderstandings about lexicalism and its limitations as propagated by some of its more vigorous detractors.2 In particular, we provide a careful overview of certain lexicalist assumptions concerning the relation between lexical representations, morphology, and syntax, and we propose a lexicalist framework incorporating a much richer conception of morphology than has customarily been assumed in lexicalist theories. According to this conception, periphrasis (multi-word expression) is as much a mode of morphological realization as synthesis is. In our discussion, we assume the familiar distinction between derivational and inflectional morphology: while principles of derivation define systematic relations between lexemes, principles of inflection define a lexemes inventory of grammatical words and their phonological realizations; traditionally, an inventory of the latter sort is referred to as an inflectional paradigm. Recently, a number of researchers have argued for the morphological status of periphrasis in the inflectional domain (Ackerman & Stump 2004; Borjars et al. 1997; Borjars & Donohue 2000; Sadler & Spencer 2002; Sells to appear***; Spencer 2001***, 2003; and Stump 2001, 2002, among others, but see Kiparsky 2005 for a dissenting view); by contrast, the incidence of periphrasis in the derivational domain has, so far, received relatively little attention among proponents of word based realizational morphology. Here, we develop a morphological perspective on periphrasis in the inflectional domain, and propose an extension of this perspective into the domain of derivation. We accordingly focus our discussion on two kinds of periphrastic constructions: in the inflectional domain, we focus on compound tense constructions; in the derivational domain, on phrasal verb constructions. As a preliminary to our discussion, we propose (§2) a simple taxonomy of lexicalist approaches to periphrasis which will enable us to situate our approach within the landscape of alternatives. We then examine some specific instances of the relevant complex predicate constructions, identifying the theoretical problems that they present for standard lexicalist assumptions and developing realizational analyses which resolve
- Published
- 2011
10. Simulating the acquisition of verb inflection in typically developing children and children with Developmental Language Disorder in English and Spanish
- Author
-
Daniel Freudenthal, Julian M. Pine, Laurence B. Leonard, and Michael Ramscar
- Subjects
Developmental language disorder ,Cognitive Neuroscience ,Experimental and Cognitive Psychology ,Verb ,Specific language impairment ,Language Development ,050105 experimental psychology ,03 medical and health sciences ,0302 clinical medicine ,Artificial Intelligence ,Inflection ,Intellectual disability ,medicine ,Humans ,Language Development Disorders ,0501 psychology and cognitive sciences ,Child ,Language ,Language Tests ,05 social sciences ,Linguistics ,medicine.disease ,Associative learning ,Sequence learning ,Psychology ,030217 neurology & neurosurgery ,Sentence - Abstract
Children with developmental language disorder (DLD) have significant deficits in language ability that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. The symptoms displayed by children with DLD differ across languages. In English, DLD is often marked by severe difficulties acquiring verb inflection. Such difficulties are less apparent in languages with rich verb morphology like Spanish and Italian. Here we show how these differential profiles can be understood in terms of an interaction between properties of the input language, and the child's ability to learn predictive relations between linguistic elements that are separated within a sentence. We apply a simple associative learning model to sequential English and Spanish stimuli and show how the model's ability to associate cues occurring earlier in time with later outcomes affects the acquisition of verb inflection in English more than in Spanish. We relate this to the high frequency of the English bare form (which acts as a default) and the English process of question formation, which means that (unlike in Spanish) bare forms frequently occur in third-person singular contexts. Finally, we hypothesize that the pro-drop nature of Spanish makes it easier to associate person and number cues with the verb inflection than in English. Since the factors that conspire to make English verb inflection particularly challenging for learners with weak sequential learning abilities are much reduced or absent in Spanish, this provides an explanation for why learning Spanish verb inflection is relatively unaffected in children with DLD.
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.