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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Is Children''s Acquisition of the Passive a Staged Process? Evidence from Six- and Nine-Year-Olds'' Production of Passives'
Author: KatherineMessenger
Email: click here to access email
Homepage: 'http://www2.warwick.ac.uk/fac/sci/psych/people/kmessenger/'
Institution: 'University of Warwick'
Author: HollyP.Branigan
Email: click here to access email
Institution: 'University of Edinburgh'
Author: JanetF.McLean
Institution: 'University of Edinburgh'
Linguistic Field: 'Language Acquisition'
Abstract: We report a syntactic priming experiment that examined whether children's acquisition of the passive is a staged process, with acquisition of constituent structure preceding acquisition of thematic role mappings. Six-year-olds and nine-year-olds described transitive actions after hearing active and passive prime descriptions involving the same or different thematic roles. Both groups showed a strong tendency to reuse in their own description the syntactic structure they had just heard, including well-formed passives after passive primes, irrespective of whether thematic roles were repeated between prime and target. However, following passive primes, six-year-olds but not nine-year-olds also produced reversed passives, with well-formed constituent structure but incorrect thematic role mappings. These results suggest that by six, children have mastered the constituent structure of the passive; however, they have not yet mastered the non-canonical thematic role mapping. By nine, children have mastered both the syntactic and thematic dimensions of this structure.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 39, Issue 5, which you can read on Cambridge's site or on LINGUIST .



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