Children's Performance Abilities

McKee, Cecile; McDaniel, Dana; Garrett, Merrill F.

doi:10.1002/9781118829516.ch22

Cited by 3 publications

(1 citation statement)

References 74 publications

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“…It has been observed that at the telegraphic speech stage, there is a point where speech errors shift towards sentence-initial position (Wijnen 1990), and lexical retrieval and phrasal planning processes start to operate over multiple elements. As such, McKee et al (2018) suggest that sentence planning is adult-like by age four to six. Thus, when prompted to produce single- and doubly-embedded object and subject relative clauses, children show the same effects of sentence type as adults (McDaniel et al 2010).…”

Section: Discussionmentioning

confidence: 99%

On the L1 acquisition of recursive no in Japanese

et al. 2023

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This article investigates the emergence of recursive DPs in child language. In certain languages, DP modification can be achieved via diverse structures and any number of different embedding markers (prepositions, particles, case-marker, etc.), each having to be learned; this diversity may impact the L1 development of recursive DP modification. Japanese, in contrast, relies on two uniform unrestricted strategies: the adnominal particle の (no) or a relative clause. We report the results of an elicited production study comparing the production of recursive DPs in Japanese-speaking children and adults. Our results show that Japanese children were much like adults in the types of semantic modificational relations that elicited the most target responses. Children were different from adults in that they were: a) much less successful overall, and b) they preferred no, independently of whether the condition was biased toward no. We review the implications of these findings for analyses of no.

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Section: Discussionmentioning

confidence: 99%

On the L1 acquisition of recursive no in Japanese

et al. 2023

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The Complex Role of Utterance Length on Grammaticality: Multivariate Multilevel Analysis of English and Spanish Utterances of First-Grade English Learners

Castilla-Earls

Francis

Iglesias

2022

J Speech Lang Hear Res

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Purpose: This study examined the relationship between utterance length, syntactic complexity, and the probability of making an error at the utterance level. Method: The participants in this study included 830 Spanish-speaking first graders who were learning English at school. Story retells in both Spanish and English were collected from all children. Generalized mixed linear models were used to examine within-child and between-children effects of utterance length and subordination on the probability of making an error at the utterance level. Results: The relationship between utterance length and grammaticality was found to differ by error type (omission vs. commission), language (Spanish vs. English), and level of analysis (within-child vs. between-children). For errors of commission, the probability of making an error increased as a child produced utterances that were longer relative to their average utterance length (within-child effect). Contrastively, for errors of omission, the probability of making an error decreased when a child produced utterances that were longer relative to their average utterance length (within-child effect). In English, a child who produced utterances that were, on average, longer than the average utterance length for all children produced more errors of commission and fewer errors of omission (between-children effect). This between-children effect was similar in Spanish for errors of commission but nonsignificant for errors of omission. For both error types, the within-child effects of utterance length were moderated by the use of subordination. Conclusion: The relationship between utterance length and grammaticality is complex and varies by error type, language, and whether the frame of reference is the child's own language (within-child effect) or the language of other children (between-children effect). Supplemental Material https://doi.org/10.23641/asha.17035916

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Separation of Vowel Sequences by Consonant Addition in a Child’s Bilingual Development

Babatsouli

2020

JMBS

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Studying infrequent variants in child developmental speech is insightful for language representation and processing. Phonological processes like anticipation and perseveration account for such productions in children. How children process such infrequent variants during development has not been fully explored. In particular, there is no study on the separation of within-word vowel sequences by consonant addition in monolingual or bilingual children. The present study investigates this in a bilingual child’s phonological development in English and Greek, from age 2;7 to 3;9. Sufficient data were obtained for English diphthongs and hiatus and Greek hiatus. Results show that Greek, the stronger language by 1 MLU, interferes with perseverations in English between code-switched utterances. Such consonant additions, which are more frequent in the stronger language, decrease with age in both languages. While anticipation overall increases with age in both languages, within-word perseveration also increases. Word-position frequency of vowel sequences and of their added consonants in the words triggering them, as well as processing distance, are language and process (anticipation/perseveration) dependent. The results offer insights into error processing in child monolingual and bilingual speech.

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Children's Performance Abilities

Cited by 3 publications

References 74 publications

On the L1 acquisition of recursive no in Japanese

On the L1 acquisition of recursive no in Japanese

The Complex Role of Utterance Length on Grammaticality: Multivariate Multilevel Analysis of English and Spanish Utterances of First-Grade English Learners

Separation of Vowel Sequences by Consonant Addition in a Child’s Bilingual Development

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