Development of Phrase Structure Rules Involved in Tag Questions Elicited from Children

1973 ◽  
Vol 16 (3) ◽  
pp. 498-512
Author(s):  
Carl O. McGrath ◽  
LuVern H. Kunze
Keyword(s):  
Phrase Structure ◽  
Primary Language ◽  
Normal Children ◽  
Linguistic Structure ◽  
Question Formation ◽  
Tag Questions ◽  
Auxiliary Verb ◽  
Language Acquistion

This study demonstrated another way of measuring increasing precision in generating linguistic structure by children who are beyond the age for primary language acquistion. Tag questions were elicited from normal children ranging in age from five to 11 years. Their errors in generating tag questions established that there is a definite hierarchy of difficulty involved in the acquisition of the four linguistic operations which can account for tag question formation. These operations, from most to least difficult, are (1) addition or deletion of negation, (2) auxiliary verb selection, (3) pronoun selection, and (4) inversion of the pronoun and the auxiliary verb. This hierarchy remains constant from five through 11 years of age. Evidence is presented that younger children tend to abstract alternate phrase structure rules which are less complex (relative to the number of operations required) than the rules which can account for spontaneously generated tag questions.

The Development of Base Syntax in Normal and Linguistically Deviant Children

1973 ◽  
Vol 16 (3) ◽  
pp. 330-352 ◽  
Author(s):  
Donald M. Morehead ◽  
David Ingram
Keyword(s):  
Phrase Structure ◽  
Developmental Theory ◽  
Acquisition Time ◽  
Inflectional Morphology ◽  
Normal Children ◽  
Lexical Categories ◽  
Syntactic Development ◽  
Linguistic Level ◽  
Construction Type ◽  
General Aspects

Language samples of 15 young normal children actively engaged in learning base syntax were compared with samples of 15 linguistically deviant children of a comparable linguistic level. Mean number of morphemes per utterance was used to determine linguistic level. The two groups were matched according to five linguistic levels previously established and grammars were written for the language sample of each child. Five aspects of syntactic development were chosen as the basis of comparison between the two groups: phrase structure rules, transformations, construction (or sentence) types, inflectional morphology, and minor lexical categories. While few significant differences were found for the more general aspects of syntax, such as phrase structure rules, frequently occurring transformations, inflectional morphology, and the development of minor lexical categories, significant differences were found for the less general aspects of syntax. For example, significant differences were found between the two groups for infrequently occurring transformations and the number of major syntactic categories per construction type. In addition, the deviant group also showed a marked delay in the onset and acquisition time for learning base syntax. These results are discussed according to transformational and cognitive developmental theory.

Tagging after red herrings: evidence against the processing capacity explanation in child language

1982 ◽  
Vol 9 (1) ◽  
pp. 99-114 ◽  
Author(s):  
Peyton Todd
Keyword(s):  
Similar Case ◽  
Child Language ◽  
Processing Capacity ◽  
Specific Knowledge ◽  
Tag Questions ◽  
Context Specific ◽  
Auxiliary Verb

ABSTRACTA case is reported of failure to supply negation in tag questions for a period of nearly two years. The duration of this error shows that it could not have been the result of limited processing capacity, and this provides reason to doubt this explanation for the similar case of children's failure to invert subject and auxiliary verb in wh-questions. It is argued that other cases which have been explained in terms of limited processing capacity are equally compatible with an explanation in terms of context-specific knowledge, which holds that a rule is simply not known for contexts other than those where it is expressed.

Comments on ‘Linguistic structure: A plausible theory’

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Richard Hudson
Keyword(s):  
Phrase Structure ◽  
Spreading Activation ◽  
Linguistic Structure ◽  
Dependency Structure ◽  
Language Structure ◽  
Similarities And Differences ◽  
The 1960S ◽  
Use Dependency ◽  
Plausible Theory

This comment on Sydney Lamb’s article “Language structure: A plausible theory” explores the similarities and differences between Lamb’s theory and my own theory called Word Grammar, which was inspired by Lamb’s work in the 1960s. The two theories share Lamb’s view that language is a symbolic network, just like the rest of our knowledge. The note explains this claim, then picks out a number of differences between the theories, all of which centre on the distinction between types and tokens. In Word Grammar, tokens are represented as temporary nodes added to the permanent network, and allow the theory to use dependency structure rather than phrase structure, to include mental referents, to recognise the messiness of spreading activation and to include a monotonic theory of default inheritance.

The Acquisition of Wh-Question Formation by Malagasy Learners of English: Evidence for Universal Grammar

1992 ◽  
Vol 37 (3) ◽  
pp. 341-368 ◽  
Author(s):  
Lydia White ◽  
Lisa Travis ◽  
Anna MacLachlan
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Universal Grammar ◽  
First Language ◽  
Primary Language ◽  
Empty Category ◽  
Show Evidence ◽  
Island Constraints ◽  
Question Formation ◽  
Category Principle

In investigations of the question of whether or not Universal Grammar (UG) is available in non-primary language acquisition, a number of researchers have tried to isolate situations where the way principles of UG operate in the first language (L1) could not help the learner acquire the relevant properties of the second language (L2). If learners show evidence of acquiring properties of the L2 that could not be acquired from the input alone and could not be reconstructed via the L1, this suggests that UG is available in non-primary acquisition; in contrast, if learners fail under such circumstances, this supports the claim that UG is no longer directly accessible. In particular, there has been a tradition of looking at island constraints in this light, using L1s and L2s which differ radically in terms of the surface effects of principles like Subjacency and the Empty Category Principle (ECP) (e.g., Bley-Vroman et al 1988; Johnson and Newport 1991; Martohardjono 1991a, 1991b; Martohardjono and Gair 1992; Schachter 1989, 1990; White 1989, 1992).

Environmental correlates of child copula verb growth

1993 ◽  
Vol 20 (2) ◽  
pp. 343-362 ◽  
Author(s):  
Brian Richards ◽  
Peter Robinson
Keyword(s):  
Language Development ◽  
Causal Model ◽  
Initial Position ◽  
Environmental Correlates ◽  
Rate Of Growth ◽  
Tag Questions ◽  
Input Variables ◽  
Auxiliary Verb ◽  
The Relationship

ABSTRACTA recurring result from studies which relate the frequency of input variables to rate of language development, is the link between auxiliary verb growth and yes—no questions addressed to children. Explanations for this relationship usually concentrate on the advantages of hearing stressed and non-contracted auxiliary forms in sentence-initial position over hearing unstressed, contracted forms in medial position in declaratives. If such accounts are correct, then it can be predicted that yes—no questions which place forms of COPULA be in initial position will also increase the rate of growth of children's COPULA verb development. This prediction was tested using a sample of 33 children, carefully matched for stage of language development at 1;9 and 2;0 years; rate of copula verb growth was then measured over the succeeding nine months. Analyses include an examination of the contribution of sub-categories of yes—no question, tag questions, and utterances containing sentence-final copulas to the growth of contracted and full copulas. Results confirm that the frequency of inverted copulas in yes—no questions predicts children's copula development. Nevertheless, caution is urged before interpreting the relationship in terms of a direct causal model.

Effects of Selected Rhinologic Disorders on the Perception of Nasal Resonance in Children

1984 ◽  
Vol 15 (1) ◽  
pp. 44-50 ◽  
Author(s):  
Michael P. Rastatter ◽  
Melvin Hyman
Keyword(s):  
Allergic Rhinitis ◽  
Clinical Implications ◽  
Normal Children ◽  
Nasal Resonance

A group of sophisticated listeners judged the nasal resonance characteristics of normal children versus children evidencing selected rhinologic disorders under three speaking conditions. Results showed that perceptions of denasality are influenced by both speakers and speaking tasks. That is, children with allergic rhinitis and edemic adenoids were perceived as being denasal when they produced VCV utterances and recited sentences. However, their resonance characteristics were deemed normal for vowel productions. Interestingly, children with severely deviated septums were judged to have normal nasal resonance under all speaking conditions. Clinical implications are discussed.

Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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