TY  - JOUR
A1  - Schmitz, Michaela
A1  - Höhle, Barbara
A1  - Müller, Anja
A1  - Weissenborn, Jürgen
T1  - The recognition of the prosodic focus position in German-Learning Infants from 4 to 14 Months
Y1  - 2006
ER  - 
TY  - JOUR
A1  - Müller, Anja
A1  - Höhle, Barbara
A1  - Weissenborn, Jürgen
T1  - Teaching a new word : properties of CDS to 12-month-old German-learning children
Y1  - 2008
SN  - 978-1-8471-8532-7
ER  - 
TY  - JOUR
A1  - Müller, Anja
A1  - Höhle, Barbara
A1  - Schmitz, Michaela
A1  - Weissenborn, Jürgen
T1  - Information structural constraints on children's early language production : the acquisition of the focus particle "auch" (also) in German learning 12-to 36-month-olds
Y1  - 2009
UR  - http://fla.sagepub.com/
SN  - 0142-7237
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Müller, Anja
T1  - of Cognitive Control: An Eye Tracking Study with German-Learning 4-Year-Olds
JF  - PLoS one
N2  - Children’s interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle ‘nur’ (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with ‘only’ in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for ‘only’ in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children’s performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with ‘only’ in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which–depending on specific task demands–may be masked by immature general cognitive abilities.
Y1  - 2016
U6  - https://doi.org/10.1371/journal.pone.0149870
SN  - 1932-6203
VL  - 11
PB  - PLoS
CY  - San Fransisco
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Müller, Anja
T1  - Children’s Comprehension of Sentences with Focus Particles and the Role of Cognitive Control
BT  - An Eye Tracking Study with German-Learning 4-Year-Olds
JF  - PLoS one
N2  - Children’s interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle ‘nur’ (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with ‘only’ in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for ‘only’ in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children’s performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with ‘only’ in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which–depending on specific task demands–may be masked by immature general cognitive abilities.
KW  - eyes
KW  - sentence processing
KW  - cognition
KW  - cognitive linguistics
KW  - human performance
KW  - syntax
KW  - cognitive psychology
KW  - working memory
Y1  - 2016
U6  - https://doi.org/10.1371/journal.pone.0149870
SN  - 1932-6203
VL  - 11
IS  - 3
SP  - 1
EP  - 27
PB  - PLoS
CY  - Lawrence, Kan.
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Berger, Frauke
A1  - Müller, Anja
A1  - Schmitz, Michaela
A1  - Weissenborn, Jürgen
T1  - Focus particles in children's language : production and comprehension of auch "also" in German learners from 1 year to 4 years of age
Y1  - 2009
UR  - http://www.informaworld.com/smpp/title~content=t775653668~db=all
U6  - https://doi.org/10.1080/10489220802584550
SN  - 1048-9223
ER  - 
TY  - JOUR
A1  - Berger, Frauke
A1  - Müller, Anja
A1  - Höhle, Barbara
A1  - Weissenborn, Jürgen
T1  - German 4-year-olds comprehension of sentences containing the focus particle "auch" (also) : evidence from eye- tracking
Y1  - 2007
ER  -