- Treffer 1 von 1
Effects of focus and definiteness on children's word order
- Two experiments tested how faithfully German children aged 4; 5 to 5; 6 reproduce ditransitive sentences that are unmarked or marked with respect to word order and focus (Exp1) or definiteness (Exp2). Adopting an optimality theory (OT) approach, it is assumed that in the German adult grammar word order is ranked lower than focus and definiteness. Faithfulness of children's reproductions decreased as markedness of inputs increased; unmarked structures were reproduced most faithfully and unfaithful outputs had most often an unmarked form. Consistent with the OT proposal, children were more tolerant against inputs marked for word order than for focus; in conflict with the proposal, children were less tolerant against inputs marked for word order than for definiteness. Our results suggest that the linearization of objects in German double object constructions is affected by focus and definiteness, but that prosodic principles may have an impact on the position of a focused constituent.
Verfasserangaben: | Barbara HöhleORCiDGND, Robin HörnigGND, Thomas Weskott, Selene Knauf, Agnes Krüger |
---|---|
URN: | urn:nbn:de:kobv:517-opus4-415695 |
DOI: | https://doi.org/10.25932/publishup-41569 |
ISSN: | 1866-8364 |
Titel des übergeordneten Werks (Englisch): | Postprints der Universität Potsdam Humanwissenschaftliche Reihe |
Untertitel (Englisch): | evidence from German five-year-olds' reproductions of double object constructions |
Schriftenreihe (Bandnummer): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (511) |
Publikationstyp: | Postprint |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 25.01.2019 |
Erscheinungsjahr: | 2014 |
Veröffentlichende Institution: | Universität Potsdam |
Datum der Freischaltung: | 25.01.2019 |
Freies Schlagwort / Tag: | acquisition; animacy; constraints; grammar; indefinite articles; information; language; preschool-children; sentences; stress |
Ausgabe: | 511 |
Seitenanzahl: | 31 |
Quelle: | Journal of Child Language 41 (2014) 4, S. 780–810 DOI: 10.1017/S0305000913000196 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät |
DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
4 Sprache / 40 Sprache / 400 Sprache | |
Peer Review: | Referiert |
Publikationsweg: | Open Access |
Fördermittelquelle: | Cambridge University Press (CUP) |
Lizenz (Deutsch): | Keine öffentliche Lizenz: Unter Urheberrechtsschutz |
Externe Anmerkung: | Bibliographieeintrag der Originalveröffentlichung/Quelle |