Expressing Time Through Verb Tenses and Temporal Expressions in Spanish: Age 2.0 - 4.6

González, Gustavo

doi:10.1080/08855072.1983.10668443

Cited by 13 publications

(14 citation statements)

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“…(1) Natural language samples obtained from several studies of Mexican Spanish and Spanish spoken in the United States (Gutierrez, 1976;Gonzalez, 1983;Eisenberg, 1985;Jackson, 1989). …”

Section: Development Of the Vocabulary Checklistmentioning

confidence: 99%

“…These categories were derived from studies of Spanish verb morphology acquisition (Gonzalez, 1983), as well as from naturalistic language samples. In addition to changes within vocabulary categories, a major structural change included the addition of a section focusing on the development of verb morphology.…”

Section: Development Of the Vocabulary Checklistmentioning

confidence: 99%

“…[1] In addition to these, several recent ethnographic studies (Hernandez-Pina, 1984;Zukow, 1986) and doctoral dissertations (Gutierrez, 1976;Gonzalez, 1983;Eisenberg, 1985;Jackson, 1989) could be of interest.…”

Section: Introductionmentioning

confidence: 99%

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Early lexical development in Spanish-speaking infants and toddlers

et al. 1993

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This paper describes the early lexical development of a group of 328 normal Spanish-speaking children aged o;8 to 257. First the development and structure of a new parent report instrument, Inventario del Desarollo de Habilidades Communcativas is described. Then five studies carried out with the instrument are presented. In the first study vocabulary development of Spanish-speaking infants and toddlers is 523 19-2 CHILD LANGUAGE compared to that of English-speaking infants and toddlers. The English data were gathered using a comparable parental report, the MacArthur Communicative Development Inventories. In the second study the general characteristics of Spanish language acquisition, and the effects of various demographic factors on that process, are examined. Study 3 examines the differential effects of three methods of collecting the data (mail-in, personal interview, and clinic waiting room administration). Studies 4 and 5 document the reliability and validity of the instrument. Results show that the trajectories of development are very similar for Spanishand English-speaking children in this age range, that children from varying social groups develop similarly, and that mail-in and personal interview administration techniques produce comparable results. Inventories administered in a medical clinic waiting room, on the other hand, produced lower estimates of toddler vocabulary than the other two models.

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“…(1) Natural language samples obtained from several studies of Mexican Spanish and Spanish spoken in the United States (Gutierrez, 1976;Gonzalez, 1983;Eisenberg, 1985;Jackson, 1989). …”

Section: Development Of the Vocabulary Checklistmentioning

confidence: 99%

Section: Development Of the Vocabulary Checklistmentioning

confidence: 99%

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Early lexical development in Spanish-speaking infants and toddlers

et al. 1993

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“…Spanish-speaking children use the present tense before other tenses and when the past tense (preterite) emerges, a frequent oscillation between the present and the past in choice of dominant tense occurs until the age of 5 years. Later, the present stabilizes as the most frequent tense in the spoken narratives of both older children and adults (González, 1980;Maéz, 1981;Bybee, 1985;Kvaal, Shipstead-Cox, Nevitt, Hodson, and Launer, 1988;Sebastián and Slobin, 1994;Montrul, 2004). Consistent with the claim that adult distributional discourse frequencies critically impact on verb form acquisition (Almgren and Idiazabal, 2001;Theakston, Lieven, and Tomasello, 2003; see also Harley, 2008), the ubiquitous presence of the present tense in the routine adult conversation in which Spanish-speaking children develop appears to provide the daily input to reinforce the prominent use and early acquisition of this tense in Spanish.…”

Section: Tense and Discourse Characteristics Of Spanish Verbsmentioning

confidence: 95%

A preliminary comparison of verb tense production in Spanish speakers with expressive restrictions

Centeno

Anderson

2011

Clinical Linguistics & Phonetics

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Spoken verb tense use in three groups of Spanish speakers with expressive limitations, namely, children with specific language impairment, bilingual children with first language (L1) (Spanish) attrition and adults with agrammatism, was compared in order to examine the possible impact of conversational tense frequency on expressive production. Based on the notion that frequent language forms in typical discourse are preferred in contexts of expressive restrictions, we predicted that tenses with high spoken occurrence will be favoured by individuals in our expressively limited groups. The incidence of tense use by the participants was assessed in oral narratives and/or a sentence repetition task. Consistent with our prediction, the most frequent verb tenses in conversational Spanish--the present, followed by the preterite--were preferred by the participants thus supporting the proposal that a socio-cognitive factor linking discursive frequency to verb retrieval may be operating in tense preference in situations of expressive stress.

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“…By age 3 children are reported to produce imperfect and periphrastic future forms. 11 Subjunctive forms emerge between 3 1 ⁄2 and 4 1 ⁄2 years of age. 11,12 Although these forms emerge early, it is not clear that children make fully contrastive use of these forms.…”

Section: Acquisition Of Spanish Morphosyntaxmentioning

confidence: 99%

Assessing Morphosyntax in Spanish-Speaking Children

Bedore

2001

Semin Speech Lang

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Accurate assessment of the morpho-syntactic skills of Spanish-speaking children depends on the clinician's understanding of the morpho-syntactic system and on the development of tasks that obligate the use of structures of interest. In this article, the nature and acquisition of the Spanish morpho-syntactic system is outlined. The aspects of the system that are likely to be difficult for children with language impairments and those that are critical to communicative competence are emphasized, as the clinician must take these into account when planning assessment tasks. The analysis of spontaneous language samples and the use of structured probes are discussed as alternatives for assessment. The naturalness and linguistic demands of assessment tasks are also considered because they are critical to understanding children's performance on morpho-syntactic tasks.

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Expressing Time Through Verb Tenses and Temporal Expressions in Spanish: Age 2.0 - 4.6

Cited by 13 publications

References 0 publications

Early lexical development in Spanish-speaking infants and toddlers

Early lexical development in Spanish-speaking infants and toddlers

A preliminary comparison of verb tense production in Spanish speakers with expressive restrictions

Assessing Morphosyntax in Spanish-Speaking Children

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