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Raciolinguistics

Edited by H. Samy Alim, John R. Rickford, and Arnetha F. Ball

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Sociolinguistics from the Periphery

By Sari Pietikäinen, FinlandAlexandra Jaffe, Long BeachHelen Kelly-Holmes, and Nikolas Coupland

Sociolinguistics from the Periphery "presents a fascinating book about change: shifting political, economic and cultural conditions; ephemeral, sometimes even seasonal, multilingualism; and altered imaginaries for minority and indigenous languages and their users."


Academic Paper


Title: Preschoolers' comprehension of pronouns and reflexives: the impact of the task
Author: Christina Bergmann
Institution: Radboud Universiteit Nijmegen
Author: Markus Paulus
Institution: Ludwig-Maximilians-Universität München
Author: Paula Fikkert
Email: click here TO access email
Institution: Radboud Universiteit Nijmegen
Linguistic Field: Language Acquisition; Psycholinguistics
Abstract: Pronouns seem to be acquired in an asymmetrical way, where children confuse the meaning of pronouns with reflexives up to the age of six, but not vice versa. Children's production of the same referential expressions is appropriate at the age of four. However, response-based tasks, the usual means to investigate child language comprehension, are very demanding given children's limited cognitive resources. Therefore, they might affect performance. To assess the impact of the task, we investigated learners of Dutch (three- and four-year-olds) using both eye-tracking, a non-demanding on-line method, and a typical response-based task. Eye-tracking results show an emerging ability to correctly comprehend pronouns at the age of four. A response-based task fails to indicate this ability across age groups, replicating results of earlier studies. Additionally, biases seem to influence the outcome of the response-based task. These results add new evidence to the ongoing debate of the asymmetrical acquisition of pronouns and reflexives and suggest that there is less of an asymmetry than previously assumed.

CUP AT LINGUIST

This article appears IN Journal of Child Language Vol. 39, Issue 4.

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