The Plymouth Student Scientist
Document Type
Project Article
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.
Publication Date
2009-12-01
Publication Title
The Plymouth Student Scientist
Volume
2
Issue
2
First Page
80
Last Page
105
ISSN
1754-2383
Deposit Date
May 2019
Embargo Period
2024-07-03
URI
http://hdl.handle.net/10026.1/13872
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Anning, Fiona
(2009)
"Can children use similarity between actions to learn grammar?,"
The Plymouth Student Scientist: Vol. 2:
Iss.
2, Article 15.
Available at:
https://pearl.plymouth.ac.uk/tpss/vol2/iss2/15
