Children Seem to Know Raising: Raising and Intervention in Child Language

Choe, Jin Sun

doi:10.1080/10489223.2013.828062

Cited by 5 publications

(6 citation statements)

References 49 publications

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“…This is in contrast to processing-based accounts, for example,Choe (2012) which predicts intervention effects only with overt intervening arguments.…”

contrasting

confidence: 65%

“…Becker (2006), on the other hand, found that children were able to understand seem sentences when the experiencer was implicit, but failed at raising past an overt experiencer. Similarly, Choe (2012) found that children had difficulty comprehending StSR sentences with an intervening experiencer, but the difficulty disappeared when the experiencer was fronted.…”

Section: Acquisition Studiesmentioning

confidence: 85%

“…Until the age of six, English-speaking children interpret Subject-to-Subject Raising (StSR) structures with seem-type predicates (1) in a nonadult-like manner (Choe 2012;Hirsch 2011;Hirsch, Orfitelli & Wexler 2007;Orfitelli 2012, inter alia).…”

Section: Introductionmentioning

confidence: 99%

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On the learnability of implicit arguments

Mateu

Hyams

2019

Three Streams of Generative Language Acquisition Research

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It has been argued that the experiencer argument of seem is always syntactically projected, and should thus induce an intervention effect even when not overtly produced. The results of our experimental study provide evidence for this claim-English-speaking children perform poorly on raising with seem, whether the intervening experiencer argument is overt or implicit. Conversely, Spanish-speaking children show adult-like performance with the raising semi-modal verb parecer 'seem', which does not take an experiencer argument. This outcome raises questions regarding learnability, i.e. English-speaking children must know to project an implicit experiencer with seem, while Spanish-speaking children must not do so with the functional verb parecer. In this paper we provide a learning path that resolves this learning challenge.

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“…This is in contrast to processing-based accounts, for example,Choe (2012) which predicts intervention effects only with overt intervening arguments.…”

contrasting

confidence: 65%

Section: Acquisition Studiesmentioning

confidence: 85%

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On the learnability of implicit arguments

Mateu

Hyams

2019

Three Streams of Generative Language Acquisition Research

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“…A number of studies (e.g. Choe, 2012; Hirsch & Wexler, 2007) have found that children have difficulty comprehending (6a) but not (6b): John seems to Mary to be happy.It seems to Mary that John is happy.Choe (2012) has suggested that the issue is not syntactic raising per se, but rather due to Mary intervening between the predicate be happy and its intended argument, John . When the word order for (6a) is rearranged so that Mary no longer sits between the predicate and its argument (7), children's difficulty interpreting the sentence disappears: To Mary, John seems to be happy.Thus, it may be that in general children find it easier to attribute new information to the most-recently mentioned entity.…”

Section: Discussionmentioning

confidence: 99%

Development of the first-mention bias

2014

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In many contexts, pronouns are interpreted as referring to the character mentioned first in the previous sentence, an effect called the ‘first-mention bias’. While adults can rapidly use the first-mention bias to guide pronoun interpretation, it is unclear when this bias emerges during development. Curiously, experiments with children between two and three years old show successful use of order of mention, while experiments with older children (four to five years old) do not. While this could suggest U-shaped development, it could also reflect differences in the methodologies employed. We show that children can indeed use first-mention information, but do so too slowly to have been detected in previous work reporting null results. Comparison across the present and previously published studies suggests that the speed at which children deploy first-mention information increases greatly during the preschool years.

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“…However, the A-chain maturation approach is at odds with evidence coming from the acquisition of other A-movement constructions where children behave adultlike, such as reflexive–clitic constructions (Snyder & Hyams, 2014) and subject-to-subject raising (Becker, 2006; Choe, 2012; Orfitelli, 2012).…”

Section: Theoretical Background On the Acquisition Of Passive Sentencesmentioning

confidence: 99%

The comprehension and production of verbal passives by Italian preschool-age children

Volpato

Verin

Cardinaletti

2015

Applied Psycholinguistics

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This paper investigates the comprehension and the production of passive sentences in Italian-speaking children (aged 3 years, 4months to 6 years, 2months) analyzing both the variables observed in previous studies on other languages (verb type and presence of the by-phrase) versus an Italian-specific variable: the use of auxiliary venire “to come.” Because Italian venire is only possible in verbal passives, this property is crucial to determine whether children have full competence of the (verbal) passive structure.\ud The high percentage of accuracy in the comprehension of sentences containing venire suggests that the eventive passive interpretation is fully available in child language, even in 3- to 4-year-old children. Moreover, young children produce passive sentences with either auxiliary venire or essere “to be,” also adding the by-phrase, thus proving unambiguously that children control verbal passive sentences from very early on

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Children Seem to Know Raising: Raising and Intervention in Child Language

Cited by 5 publications

References 49 publications

On the learnability of implicit arguments

On the learnability of implicit arguments

Development of the first-mention bias

The comprehension and production of verbal passives by Italian preschool-age children

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