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dc.contributor.authorAnning, F.
dc.date.accessioned2019-05-13T13:00:33Z
dc.date.available2019-05-13T13:00:33Z
dc.date.issued2009
dc.identifier.citation

Anning, F. (2009) 'Can children use similarity between actions to learn grammar?', The Plymouth Student Scientist, p. 80-105.

en_US
dc.identifier.issn1754-2383
dc.identifier.urihttp://hdl.handle.net/10026.1/13872
dc.description.abstract

The present study was a replication and extension of Casenhiser and Goldberg (2005). Children aged 5;0 to 7;6 were assigned to one of two training conditions, either they were only taught novel verbs in a novel construction paired with appearance scenes or they were additionally trained on novel verbs in the transitive construction. All participants were assessed on both word orders with new novel verbs using a forced-choice comprehension test. The children in both conditions performed significantly worse on the appearance items than the causative trials, which fails to replicate the original study. The translation post-test responses suggest that poor performance on the appearance test trials was due to the children’s inability to understand the meaning of the individual verbs.

en_US
dc.language.isoenen_US
dc.publisherUniversity of Plymouth
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectChildrenen_US
dc.subjectgrammaren_US
dc.subjectlearningen_US
dc.subjectlearnen_US
dc.subjectverbsen_US
dc.subjectcomprehensionen_US
dc.subjecttesten_US
dc.titleCan children use similarity between actions to learn grammar?en_US
dc.typeArticle
plymouth.issue2
plymouth.volume2
plymouth.journalThe Plymouth Student Scientist


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Attribution 3.0 United States
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