The encoding of tense and aspect by three- to five-year-old children

McShane, John; Whittaker, Stephen

doi:10.1016/0022-0965(88)90050-1

Cited by 21 publications

(14 citation statements)

References 19 publications

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“…Previous studies comparing these forms are rather limited. McShane and Whitaker (1988) found that typically developing children use was with some consistency by 3 years of age. An early study by Ingram (1972) suggested that is and are emerge in the speech of children with SLI at an earlier age than was.…”

Section: Development Of Copula/auxiliary Is Outpaces Development Of Cmentioning

confidence: 97%

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Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2

Leonard

Camarata

Pawłowska

et al. 2006

J Speech Lang Hear Res

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Section: Development Of Copula/auxiliary Is Outpaces Development Of Cmentioning

confidence: 97%

“…Auxiliary is/are/was. Our task for auxiliary is/are/ was forms was adapted from McShane and Whitaker (1988). The task involved 18 items, 6 for each of the 3 auxiliary forms is, are, and was.…”

Section: Grammatical Morpheme Probesmentioning

confidence: 99%

Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2

Leonard

Camarata

Pawłowska

et al. 2006

J Speech Lang Hear Res

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“…Ce résultat fut interprété comme signifiant que les enfants ne prenaient pas en compte la relation entre le moment de l'événement et le moment dénoncia-tion, interprétation qui a été contestée, cf. Harner (1981); McShane &Whittaker (1988) et qui est remise en cause par les résultats de travaux plus récents qui proposent une vision toute différente de l'acquisition des temps, vision qui doit beaucoup à une approche reichenbachienne du temps verbal. Reichenbach (1947), dans un travail important, a fait l'hypothèse que les temps de verbe expriment une relation entre trois points, le moment de renonciation T 0 , le moment de l'événement T é et un point de référence T r (respecti-vement S, E et R chez Reichenbach).…”

Section: Introductionunclassified

“…Ceci suggère que le choix des temps par les enfants est fonction de leur appréhension des événements présentés, voir à ce sujet Bonnotte, Fayol & Gombert (1991) et McShane & Whittaker (1988. Il se fait que les temps imperfectifs, contrairement aux temps perfectifs, sont relativement incompatibles avec la description d'un résultat, ce qui peut expliquer le choix des temps par les enfants de moins de six ans, sans que l'on soit amené à postuler que les temps ont pour eux une valeur purement aspectuelle.…”

Section: Introductionunclassified

Acquisition de la valeur des temps du passé par les enfants francophones

Labelle

2009

rql

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RÉSUMÉUne analyse d’un emploi particulier du plus-que-parfait chez certains enfants francophones ayant entre quatre et huit ans est proposée. Il est suggéré que chez certains enfants le plus-que-parfait prend la valeur d’unparfaitdu passé, valeur qui lui permet d’être utilisé comme temps de la narration dans le récit oral. Cette valeur particulière du plus-que-parfait est expliquée en référence à un modèle d’acquisition du système des temps du passé selon lequel il y a dissociation graduelle de trois moments temporels : le moment de l’énonciation, le moment de l’événement et un moment de référence.

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“…Children make significantly less errors in the verb -ing condition in Experiment 2 than in the -s condition in Experiment 1 (t(46) = 3.04, p <0.01). We suspect that this is due to the fact that the -ing form of the verb in Experiment 2 is a more natural way of referring to an ongoing activity in the present tense than the -s form (Comrie 1976, McShane & Whittaker 1988. Further, this comparison suggests that it is unlikely that these results can simply be explained by children processing the command as 'show me the picture with someone in it'.…”

Section: Verbsmentioning

confidence: 57%

Young children's use of phrase structure and inflectional information in form-class assignments of novel nouns and verbs

Dockrell

McShane

1990

First Language

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The ability of 3.5-to 5-year-old children to use phrase structure and inflectional information in form-class assignments of novel nouns and verbs was investigated in two experiments. In Experiment 1 performance was assessed on singular and plural nouns and on verbs with -s and -ing inflections. Accurate form-class assignments were made for all but the -ing inflection. This is attributed to a conflict between phrase structure and inflectional cues. In Experiment 2 a new sentence frame was used with verb -ing, which did not present conflicting cues. Performance was significantly better than in Experiment 1. The results are interpreted in terms of a model that proposes that phrase structure and inflectional cues to form-class are learnt independently but serve as interacting sources of information. The cues may interact in a complementary or competitive fashion. For English, the competition is resolved, in developmental terms, in favour of phrase structure cues as the more reliable source of information about form-class. This is adaptive for the grammar of English. When children hear novel or unfamiliar words they must be able to determine the referents of these words for language learning to occur successfully. One source of information which the child can use is the situation that an utterance describes. If the situation contains a novel referent and the utterance a novel word, then a reasonable assumption for the child to make would be that the novel word refers to the novel referent (Merriman 1986).

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The encoding of tense and aspect by three- to five-year-old children

Cited by 21 publications

References 19 publications

Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2

Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2

Acquisition de la valeur des temps du passé par les enfants francophones

Young children's use of phrase structure and inflectional information in form-class assignments of novel nouns and verbs

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