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1. Cross-linguistic patterns in the acquisition of quantifiers

Author

Katsos, N. Cummins, C. Ezeizabarrena, M.-J. Gavarró, A. Kraljević, J.K. Hrzica, G. Grohmann, K.K. Skordi, A. De López, K.J. Sundahl, L. Van Hout, A. Hollebrandse, B. Overweg, J. Faber, M. Van Koert, M. Smith, N. Vija, M. Zupping, S. Kunnari, S. Morisseau, T. Rusieshvili, M. Yatsushiro, K. Fengler, A. Varlokosta, S. Konstantzou, K. Farby, S. Guasti, M.T. Vernice, M. Okabe, R. Isobe, M. Crosthwaite, P. Hong, Y. BalČiuniene, I. Nizar, Y.M.A. Grech, H. Gatt, D. Cheong, W.N. Asbjørnsen, A. Von Torkildsen, J.K. Haman, E. Miȩkisz, A. Gagarina, N. Puzanova, J. Andelković, D. Savić, M. Jošić, S. Slaňcová, D. Kapalková, S. Barberán, T. Özge, D. Hassan, S. Chan, C.Y.H. Okubo, T. Van Der Lely, H. Sauerland, U. Noveck, I.

Abstract

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that languageand learner-specific factors, such as negative concord and gender, are significant predictors of variation.

Published
2016

2. The Acquisition of Quantification across Languages:Some predictions

Author

Katsos, N., Ezeizabarrena, M., Gavarró, A., Kuvač Kraljević, Jelena, Hržica, Gordana, A. Skordi, Jensen de López, K., Sundahl, L., van Hout, A., Hollebrandse, B., Overweg, J., Faber, M., van Koert, M., Cummins, C., Smith, N., Vija, M., Parm, S., Kunnari, S., Morisseau, T., Yatsushiro, K., Hubert, A., Varlokosta, S., Konstantzou, K., Farby, S., Guasti, M.T., Vernice, M., Balčiūnienė, I., Ruzaitė, J., Grech, H., Gatt, D., Asbjørnsen, A., Torkildsen, J., Haman, E., Miękisz, A., Gagarina, N., Puzanova, J., Andjelković, D., Savić, M., Jošić, S., Slančová, D., Kapalková, S., Barberán Recalde, T., Özge, D., Hassan, S., van der Lely, H., Sauerland, U., Okubo, T., Noveck, I., Biller, Alia K., Chung, Esther Y., and Kimball Amelia E.

Subjects
quantification, language development
Abstract

While languages may vary widely as regards which concepts they encode, learners of most (if not all) languages will be faced with the task of acquiring a basic vocabulary to talk about universal aspects of human experience, such as space, time and quantity. In this paper we focus on quantifying words like ‘all’, ‘none’ and ‘some’ whose meaning and use exhibit cross-linguistic similarities as well as differences. We report an investigation in the acquisition of quantifiers by 592 5-year-old children and 440 adults speaking one of 24 languages. The findings reveal four semantic and pragmatic factors that lead to robust patterns of similarity across languages, as well as lexical factors that lead to language- specific differences. We explore the implications about the interplay of language- wide and language-specific features in the process of acquisition, as well as the relation between linguistic and non-linguistic cognition.

Published
2012

3. To what extent does the development of conceptual categories depend on language?

Author

Katsos, N., Ezeizabarrena, M., Gavarró, A., Kuvač Kraljević, Jelena, Hržica, Gordana, A. Skordi, Jensen de López, K., Sundahl, L., van Hout, A., Hollebrandse, B., Overweg, J., Faber, M., van Koert, M., Cummins, C., Smith, N., Vija, M., Parm, S., Kunnari, S., Morisseau, T., Yatsushiro, K., Hubert, A., Varlokosta, S., Konstantzou, K., Farby, S., Guasti, M.T., Vernice, M., Balčiūnienė, I., Ruzaitė, J., Grech, H., Gatt, D., Asbjørnsen, A., Torkildsen, J., Haman, E., Miękisz, A., Gagarina, N., Puzanova, J., Andjelković, D., Savić, M., Jošić, S., Slančová, D., Kapalková, S., Barberán Recalde, T., Özge, D., Hassan, S., van der Lely, H., Sauerland, U., Okubo, T., and Noveck, I.

Subjects
quantifiers, cross-linguistic study
Abstract

Does the development of conceptual categories depend on syntactic and lexical features of a language? As part of a larger project we studied the comprehension of the (cross-linguistic equivalent of the English) quantifiers ‘all’, ‘none’, ‘some’, ‘some…not’, and ‘most’, by 5-year-old children (n=606) and adult controls (n=441) speaking one of 24 languages, representing eleven Genera. The languages differ in terms of Concord, Lexical class (e.g. noun ‘la mayoría’ vs quantifier ‘most’), use of Partitive (‘of the’), the number of Syllables, and Quantifier-Noun Order, among others. The findings suggest a fundamentally uniform pattern of the acquisition of conceptual categories across languages, which is modulated by specific syntactic and lexical features. We discuss whether the similarities in acquisition are underlined by universal conceptual primitives.

Published
2011

4. Cross-linguistic patterns in the acquisition of quantifiers.

Author

Katsos N, Cummins C, Ezeizabarrena MJ, Gavarró A, Kuvač Kraljević J, Hrzica G, Grohmann KK, Skordi A, Jensen de López K, Sundahl L, van Hout A, Hollebrandse B, Overweg J, Faber M, van Koert M, Smith N, Vija M, Zupping S, Kunnari S, Morisseau T, Rusieshvili M, Yatsushiro K, Fengler A, Varlokosta S, Konstantzou K, Farby S, Guasti MT, Vernice M, Okabe R, Isobe M, Crosthwaite P, Hong Y, Balčiūnienė I, Ahmad Nizar YM, Grech H, Gatt D, Cheong WN, Asbjørnsen A, Torkildsen Jv, Haman E, Miękisz A, Gagarina N, Puzanova J, Anđelković D, Savić M, Jošić S, Slančová D, Kapalková S, Barberán T, Özge D, Hassan S, Chan CY, Okubo T, van der Lely H, Sauerland U, and Noveck I

Subjects
Adult, Child, Preschool, Comprehension, Female, Generalization, Psychological, Humans, Language, Learning, Male, Semantics, Linguistics
Abstract

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation., Competing Interests: The authors declare no conflict of interest.

Published
2016
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5. Physical Activity Levels Among Adolescent and Young Adult Women and Men with and without Intellectual Disability.

Author

Sundahl L, Zetterberg M, Wester A, Rehn B, and Blomqvist S

Subjects
Adolescent, Age Factors, Body Mass Index, Female, Humans, Male, Sex Factors, Young Adult, Exercise physiology, Intellectual Disability physiopathology, Motor Activity physiology
Abstract

Background: As physical activity can prevent overweight and promote general health, the aim was to investigate the amount of physical activity among adolescent and young adult women and men with intellectual disability (ID), compared to age-matched control groups without intellectual disability. A further aim was to examine whether physical activity level was associated with the body mass index (BMI)., Materials and Methods: Fifty-two adolescent and young adult women and men with intellectual disability and 48 without intellectual disability, between the ages 16 and 20 years, BMIs ranging from 16.3 to 50.3 kg/m(2) , were measured for number of steps taken with a pedometer for five consecutive days (Sunday-Thursday)., Results: The only group to meet recommendations regarding number of steps (10 000-12 000/day) was women without intellectual disability. No significant associations were found between total number of steps taken and BMI., Conclusion: As the majority of adolescents and young adults with intellectual disability, especially women, did not reach recommended activity levels regardless of their BMIs, this call for broad measures to increase physical activity., (© 2015 John Wiley & Sons Ltd.)

Published
2016
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