Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


New from Cambridge University Press!

ad

Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: “The Spotty Cow Tickled the Pig with a Curly Tail”: How Do Sentence Position, Preferred Argument Structure, and Referential Complexity Affect Children's and Adults’ Choice of Referring Expression?
Author: Anna L. Theakston
Institution: University of Manchester
Linguistic Field: Discourse Analysis; Language Acquisition
Abstract: In this study, 5-year-olds and adults described scenes that differed according to whether (a) the subject or object of a transitive verb represented an accessible or inaccessible referent, consistent or inconsistent with patterns of preferred argument structure, and (b) a simple noun was sufficient to uniquely identify an inaccessible referent. Results showed that although adults did not differ in their choice of referring expression based on sentence position, 5-year-olds were less likely to provide informative referring expressions for subjects than for objects when the referent was inaccessible. In addition, under complex discourse conditions, although adults used complex noun phrases to identify inaccessible referents, 5-year-olds increased their use of pronominal/null reference for both accessible and inaccessible referents, thus reducing their levels of informativeness. The data suggest that 5-year-olds are still learning to integrate their knowledge of discourse features with preferred argument structure patterns, that this is particularly difficult in complex discourse contexts, and that in these contexts children rely on well-rehearsed patterns of argument realization.

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 33, Issue 4, which you can READ on Cambridge's site or on LINGUIST .



Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page