Is She Patting Katie? Constraints on Pronominal Reference in 30-Month-Olds

Lukyanenko, Cynthia; Conroy, Anastasia; Lidz, Jeffrey

doi:10.1080/15475441.2013.853529

Cited by 9 publications

(2 citation statements)

References 27 publications

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“…This finding is also in line with the expected pathway of children's language acquisition. Regardless of the target language, children tend to first master general grammatical rules, and then master the specific phonetic, semantic, and pragmatic information of the language (Chien., et al, 1993;Siguriónsdóttir and Hyams 1992;Mckee, 1992;Jakubowicz, 1994;Ruigendijk et al, 2010;Lukyanenko et al, 2014;Tek, & Naigles, 2017).…”

Section: Discussionmentioning

confidence: 99%

Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD

et al. 2022

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The core of language disorders in children with autism spectrum disorder (ASD) is the loss of social function in language communication.Futher, the correct use and processing of personal pronouns is the basis of language social function. Therefore, clarifying the mechanism of processing the pronoun reference in children with ASD is a major focus in autism research. Currently, the main contradictory focus of the anaphora processing ability in children with ASD is use of semantic pragmatic information in the process of pronoun processing. Therefore, this study will focus on the effect of semantic cues on pronoun processing in children with autism spectrum disorder. This study uses the Chinese reflexive pronoun "ziji" (eg., himself/herself) as the media, because the Chinese reflexive pronoun "ziji (oneself)" is relatively flexible, which is not only restricted by the rule of syntactic rules, but also influenced by the semantic information of the antecedent. This study investigated the processing mechanism of Chinese reflexive pronoun "ziji (oneself)" in children with autism spectrum disorder by manipulating the position of strong semantic cues. The results showed that participants from both the experimental group (children with ASD) and the two control groups (children with typical development and children with intellectual disabilities) were able to process strong semantic cues. When the second person pronoun "you" or the s participant’s name appears in the remote subject position, children from both the experimental group and the two control groups could use semantic information to make long distance anaphora of the reflexive pronoun "ziji (oneself)". Conversely, when the second person pronoun "you" appeared in the close subject position, the children with autism spectrum disorder and the two control groups would both make close anaphora with the reflexive pronoun “ziji (oneself)”. This study found that children with autism spectrum disorder can process semantic information normally during pronoun anaphora when the semantic cues are sufficiently prominence. The results of this study provide a more comprehensive understanding of the language processing mechanism of individuals with autism spectrum disorder.

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Section: Discussionmentioning

confidence: 99%

Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD

et al. 2022

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“…The linguistic input is represented here by transcripts of speech to children from CHILDES (MacWhinney 2000). The analysis included all transcripts from the North American English corpus, 5 with the exception of transcripts from children older than age 7 as discussed above, and transcripts with interviews between a parent and interviewer with no child present.…”

Section: Availabilitymentioning

confidence: 99%

Adjunct control and the poverty of the stimulus

Gerard

2021

Linguistik Aktuell/Linguistics Today

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Subject control in non-finite adjuncts is observed across languages (as in 'John called Mary after drawing a picture'). Research on the acquisition of adjunct control has generally focused on the relevant grammatical components and when they are acquired. This paper considers these components in the context of the linguistic input to ask how control in adjuncts is acquired. Although adjunct control is available in the input, the instances themselves do not provide evidence for abstract syntactic relations. Implications are considered for linguistic dependencies and the evidence in the input.1. This paper is based on these components, but may also be considered in the context of other frameworks; importantly, adjunct control involves a locality constraint which is structurally defined. This constraint is the focus of this paper.

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Language Acquisition

Lidz

Perkins

2018

Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience

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Language acquisition provides a new window into the rich structure of the human language faculty and explains how it develops in interaction with its environment and the rest of human cognition. This chapter discusses how children learn the phonology of their language and solve the problem of word segmentation. It explains how children learn the grammatical categories of words in their language as well as some semantic and syntactic properties associated with those categories. The chapter discusses a strategy called semantic bootstrapping that could help children learn the grammatical categories of some words based on the types of meanings those words have. It considers the acquisition of constraints on pronoun interpretation and on quantifier scope. Learning which words belong to which grammatical categories is another problem that children need to solve when learning their lexicon.

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Is She Patting Katie? Constraints on Pronominal Reference in 30-Month-Olds

Cited by 9 publications

References 27 publications

Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD

Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD

Adjunct control and the poverty of the stimulus

Language Acquisition

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