Children's Use of Syntactic and Pragmatic Knowledge in the Interpretation of Novel Adjectives

Autor/inn/en	Diesendruck, Gil; Hall, D. Geoffrey; Graham, Susan A.
Titel	Children's Use of Syntactic and Pragmatic Knowledge in the Interpretation of Novel Adjectives
Quelle	In: Child Development, 77 (2006) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00853.x
Schlagwörter	Pragmatics; Nouns; Form Classes (Languages); Semitic Languages; Preschool Children; Syntax; English; Uncommonly Taught Languages; Language Processing; Knowledge Level + Suchen Sie Ihr Suchwort? Pragmalinguistik; Analytischer Sprachbau; Arabisch; Hebräisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English language; Englisch; Minderheitensprache; Sprachverarbeitung; Wissensbasis
Abstract	In Study 1, English-speaking 3- and 4-year-olds heard a novel adjective used to label one of two objects and were asked for the referent of a different novel adjective. Children were more likely to select the unlabeled object if the two adjectives appeared prenominally (e.g., "a very DAXY dog") than as predicates (e.g., "a dog that is very DAXY"). Study 2 revealed that this response occurred only when both adjectives were prenominal. Study 3 replicated Study 1 with Hebrew-speaking 3- and 4-year-olds, even though in Hebrew both types of adjectives appear postnominally. Preschoolers understand that prenominal adjectives imply a restriction of the reference of nouns, and this knowledge motivates a contrastive pragmatic inference regarding the referents of different prenominal adjectives. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10