(Un)Stressed ook in Child Dutch

Bergsma, Wenda

doi:10.1007/1-4020-4485-2_13

Cited by 11 publications

(18 citation statements)

References 4 publications

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“…This suggests that the fulfilment of the asserted proposition was not the only criterion for finding the optimal match between sentence and picture in the study by Bergsma (2006) : rather, children's selection was also guided by a pragmatic preference for the picture that displayed the information provided in the sentence assertion in a 1:1 correspondence. This preference is in accordance with Grice's (1975) Maxim of Quantity.…”

Section: G E N E R a L Discussionmentioning

confidence: 91%

“…This slight discrepancy between visual and verbal material might have been responsible for the relatively rare occurrence of this error type in this study. In a study by Bergsma (2006) with Dutch-speaking four-to seven-yearolds this error type occurred more frequently. Similarly to Hü ttner et al, Bergsma used a picture selection task to test the comprehension of sentences containing the particle ook ' also'.…”

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confidence: 91%

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Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German

Berger

Höhle

2011

J. Child Lang.

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Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three- and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch 'also' and with nur 'only'. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity.

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Section: G E N E R a L Discussionmentioning

confidence: 91%

mentioning

confidence: 91%

Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German

Berger

Höhle

2011

J. Child Lang.

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“…In short, on most occasions, by around age 4, children interpret alleen in an adult fashion. Yet the findings for Dutch ook ‘also, too’ resemble those for English only (Bergsma 2006): Either children fail to compute the additive implication of ook or they fail to identify the relevant set of alternatives to the focused element in a picture verification task.…”

Section: Pragmatic Inferences From Specific Wordsmentioning

confidence: 95%

“…Paterson et al. 2003; Bergsma 2006), but they sometimes appear able to identify relevant pragmatic information (Bergsma 1999; Nederstigt 2006; Amaral 2009, in preparation). Consider the case of almost : Can 4‐ to 6‐year‐olds identify the elements of the scale (namely, the order and the endpoint) required for its interpretation?…”

Section: Pragmatic Inferences From Specific Wordsmentioning

confidence: 99%

Children Build on Pragmatic Information in Language Acquisition

Clark

Amaral

2010

Language and Linguist. Compass

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Pragmatic information is integral to language use for both adults and children. Children rely on contextually shared knowledge to communicate before they can talk: they make use of gesture to convey their first meanings and then add words to gestures. Like adults, they build on joint attention, physical copresence, and conversational copresence both as they acquire and as they use language. This can be seen in children's early communication, in their first inferences about word and utterance meanings, and in their ability to make use of appropriate contextual information as they learn how to interpret and produce terms like big or long compared to full, almost and only, and all and some.

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“…On the other hand, studies on comprehension suggest that children have difficulties, possibly beyond preschool age, in interpreting correctly focus particles such as also and only, or focusing stress (e.g., Bergsma, 2002Bergsma, , 2006Drozd & van Loosbroek, 1998;Gualmini, Maciukaite, & Crain, 2003;Hüttner, Drenhaus, van de Vijver, & Weissenborn, 2004;Paterson, Liversedge, Rowland, & Filik, 2003;Penner & Roeper, 1998; for contrary results see Höhle, Berger, Müller, Schmitz, & Weissenborn, 2009). Nederstigt (2003) has shown in a single case study on a German-learning child that this developmental asymmetry seems to be paralleled within production for the focus particle auch ('also').…”

Section: Introductionmentioning

confidence: 96%

Information structural constraints on children’s early language production: The acquisition of the focus particle auch (‘also’) in German-learning 12- to 36-month-olds

et al. 2009

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This article presents new findings for the acquisition of the focus particle auch ('also') in German-learning children. In a longitudinal study with 11 children between 1;00 and 3;00 years of age complemented by two experi ments with children aged 2;4 and 2;8, the authors investigated children's production of the accented and unaccented auch. The results confirm earlier findings of a temporal delay between the first occurrences of both auch-variants. Based on the empirical findings, an account for this asymmetry is proposed that relates it to a more general developmental tendency that is characterized by a growing linguistic explicitness in embedding a given utterance in its discourse context. It is suggested that the observed delay is caused by the type of relation between the particle and its related constituent: in contrast to the accented auch the unaccented auch is anaphorically related to the sentence topic. It is proposed that the initial omission reflects a general tendency in early child language to drop topic material.

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(Un)Stressed ook in Child Dutch

Cited by 11 publications

References 4 publications

Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German

Restrictions on addition: children's interpretation of the focus particles auch ‘also’ and nur ‘only’ in German

Children Build on Pragmatic Information in Language Acquisition

Information structural constraints on children’s early language production: The acquisition of the focus particle auch (‘also’) in German-learning 12- to 36-month-olds

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