Syntactic Priming in 3- and 4-Year-Old Children: Evidence for Abstract Representations of Transitive and Dative Forms

Autor/inn/en	Shimpi, Priya M.; Gamez, Perla B.; Huttenlocher, Janellen; Vasilyeva, Marina
Institution	American Psychological Association, Washington, DC.
Titel	Syntactic Priming in 3- and 4-Year-Old Children: Evidence for Abstract Representations of Transitive and Dative Forms
Quelle	In: Developmental Psychology, 43 (2007) 6, S.1334-1346 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Sentences; Syntax; Young Children; Pictorial Stimuli; Models; Experiments; Language Processing; Cues; Task Analysis + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Frühe Kindheit; Fantasieanregung; Analogiemodell; Erprobung; Sprachverarbeitung; Stichwort; Aufgabenanalyse
Abstract	The current studies used a syntactic priming paradigm with 3- and 4-year-old children. In Experiment 1, children were asked to describe a series of drawings depicting transitive and dative relations to establish baseline production levels. In Experiment 2, an experimenter described a similar series of drawings using one of two syntactic forms (i.e., active/passive for transitive; double-object/prepositional for dative). Children were then asked to describe pictures identical to those shown in the corresponding baseline procedure. In both transitive and dative conditions, 4-year-old children were more likely to use a particular syntactic form if it had been used by the experimenter. Three-year-old children did not show priming effects, but their production of transitive sentences was higher following transitive primes than in Experiment 1. In Experiment 3, an additional group of 3-year-olds participated in a procedure in which they repeated the experimenter's sentences before describing the pictures. This procedure yielded significant priming effects for transitive and dative forms. These results indicate that very young children possess abstract syntactic representations, but that their access to these representations is sensitive to task demands. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10