When Are Children Hard to Understand? [microform] / Veronica Fabian.
Three empirical studies were conducted to investigate the hypothesis that the "easy to see" construction (such as in the sentence "children are hard to understand") is acquired at a younger age than the 7-9 year range reported by previous studies (Cambon and Sinclair, 1974; Choms...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1977.
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| Subjects: |
MARC
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| 035 | |a (ERIC)ed149592 | ||
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| 099 | |f ERIC DOC # |a ED149592 | ||
| 100 | 1 | |a Fabian, Veronica. | |
| 245 | 1 | 0 | |a When Are Children Hard to Understand? |h [microform] / |c Veronica Fabian. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1977. | ||
| 300 | |a 15 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the annual Boston University Conference on Language Development (2nd, Boston, Massachusetts, Oct. 1977). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED149592. | ||
| 520 | |a Three empirical studies were conducted to investigate the hypothesis that the "easy to see" construction (such as in the sentence "children are hard to understand") is acquired at a younger age than the 7-9 year range reported by previous studies (Cambon and Sinclair, 1974; Chomsky, 1969; 1972; Cromer, 1970; Kessel, 1970). Four-year-olds were found to have some partial knowledge of this construction, and five-year-olds comprehended it correctly. Thus, the hypothesis of an earlier age of comprehension was supported. Other findings were that: (1) partial knowledge of the four-year-olds appears to be a function of the aspectual properties of the infinitive verb used in the sentence; these children were usually correct on sentences containing point action verbs (e.g., find and catch) and incorrect on sentences with process verbs (e.g., draw, see and hear); (2) violation of the Minimum Distance Principle is not the sole determiner of this construction's relative difficulty, as previous authors have maintained; the crucial feature appears to be its lack of a stated agent; and (3) there is a necessary but not sufficient relation between acquisition of the passive and of this structure. Results are discussed in terms of their implications for the acquisition of this particular structure as well as for the general problem of detecting "competence" from linguistic performance. (Author/CFM) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Child Language. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 1 | 7 | |a Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Grammar. |2 ericd. |
| 650 | 1 | 7 | |a Intellectual Development. |2 ericd. |
| 650 | 1 | 7 | |a Language Acquisition. |2 ericd. |
| 650 | 1 | 7 | |a Language Processing. |2 ericd. |
| 650 | 1 | 7 | |a Language Research. |2 ericd. |
| 650 | 0 | 7 | |a Linguistic Competence. |2 ericd. |
| 650 | 0 | 7 | |a Linguistic Performance. |2 ericd. |
| 650 | 0 | 7 | |a Listening Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Psycholinguistics. |2 ericd. |
| 650 | 0 | 7 | |a Semantics. |2 ericd. |
| 650 | 0 | 7 | |a Sentences. |2 ericd. |
| 650 | 1 | 7 | |a Syntax. |2 ericd. |
| 650 | 1 | 7 | |a Verbs. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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