TY - JOUR A1 - Szendroi, Kriszta A1 - Bernard, Carline A1 - Berger, Frauke A1 - Gervain, Judit A1 - Höhle, Barbara T1 - Acquisition of prosodic focus marking by English, French, and German three-, four-, five- and six-year-olds JF - Journal of child language N2 - Previous research on young children's knowledge of prosodic focus marking has revealed an apparent paradox, with comprehension appearing to lag behind production. Comprehension of prosodic focus is difficult to study experimentally due to its subtle and ambiguous contribution to pragmatic meaning. We designed a novel comprehension task, which revealed that three- to six-year-old children show adult-like comprehension of the prosodic marking of subject and object focus. Our findings thus support the view that production does not precede comprehension in the acquisition of focus. We tested participants speaking English, German, and French. All three languages allow prosodic subject and object focus marking, but use additional syntactic marking to varying degrees (English: dispreferred; German: possible; French preferred). French participants produced fewer subject marked responses than English participants. We found no other cross-linguistic differences. Participants interpreted prosodic focus marking similarly and in an adult-like fashion in all three languages. Y1 - 2017 U6 - https://doi.org/10.1017/S0305000917000071 SN - 0305-0009 SN - 1469-7602 VL - 45 IS - 1 SP - 219 EP - 241 PB - Cambridge Univ. Press CY - New York ER - TY - JOUR A1 - Höhle, Barbara A1 - Berger, Frauke A1 - Sauermann, Antje T1 - Information structure in first language acquisition JF - The Oxford handbook of information structure Y1 - 2016 SN - 978-0-19-964267-0 SP - 562 EP - 580 PB - Oxford University Press CY - Oxford ER - TY - GEN A1 - Berger, Frauke A1 - Höhle, Barbara T1 - Restrictions on addition BT - children’s interpretation of the focus particles auch ‘ also ’ and nur ‘ only ’ in German T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three-and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch 'also' and with nur 'only'. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 509 KW - presupposition KW - comprehension KW - implicature KW - acquisition KW - semantics KW - asymmetry KW - tolerance KW - mandarin Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414911 SN - 1866-8364 IS - 509 ER - TY - JOUR A1 - Berger, Frauke A1 - Höhle, Barbara T1 - Restrictions on addition BT - children’s interpretation of the focus particles auch ‘ also ’ and nur ‘ only ’ in German JF - Journal of child language N2 - Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three-and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch 'also' and with nur 'only'. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity. Y1 - 2012 U6 - https://doi.org/10.1017/S0305000911000122 SN - 0305-0009 VL - 39 IS - 2 SP - 383 EP - 410 PB - Cambridge Univ. Press CY - New York ER - TY - JOUR A1 - Berger, Frauke T1 - Die Fokuspartikel "auch" im Erstspracherwerb früh vorhanden - spät verstande? Methodologische Maßnahmen zum Nachweis eines frühen Verständnisses Y1 - 2011 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 - TY - JOUR A1 - Berger, Frauke T1 - Die Fokuspartikel ‚auch‘ im Erstspracherwerb: Früh vorhanden - spät verstanden? BT - Methodologische Maßnahmen zum Nachweis eines frühen Verständnisses JF - Spektrum Patholinguistik Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-54260 SN - 1869-3822 SN - 1866-9433 IS - 4 SP - 135 EP - 139 ER - TY - JOUR A1 - Costard, Sylvia A1 - Stadie, Nicole A1 - Ritter, Christiane A1 - Moll, Kristina A1 - Landerl, Karin A1 - Kohnen, Saskia A1 - Kentner, Gerrit A1 - Bethmann, Anja A1 - Scheich, Henning A1 - Brechmann, André A1 - De Kok, Dörte A1 - Berger, Frauke A1 - Sticher, Heike A1 - Czepluch, Christine A1 - Mätzener, Flurina A1 - Wilmes, Stefanie A1 - Hadert, Sandra A1 - Frank, Ulrike A1 - Mäder, Mark A1 - Westermann, Antje A1 - Meinusch, Miriam A1 - Neumann, Sandra A1 - Düsterhöft, Stefanie A1 - Posse, Dorothea A1 - Puritz, Caroline A1 - Seidl, Rainer Ottis A1 - Etzien, Maria A1 - Machleb, Franziska A1 - Lorenz, Antje A1 - Höger, Maria A1 - Schröder, Astrid A1 - Busch, Tobias A1 - Heide, Judith A1 - Tagoe, Tanja A1 - Watermeyer, Melanie A1 - Höhle, Barbara A1 - Kauschke, Christina ED - Hanne, Sandra ED - Fritzsche, Tom ED - Ott, Susan ED - Adelt, Anne T1 - Spektrum Patholinguistik = Schwerpunktthema: Lesen lernen: Diagnostik und Therapie bei Störungen des Leseerwerbs T1 - Spektrum Patholinguistik = Key issue: Learning to read: Assessment and intervention in developmental reading disorders N2 - Am 20. November 2010 fand an der Universität Potsdam das 4. Herbsttreffen Patholinguistik statt. Die Konferenzreihe wird regelmäßig seit 2007 vom Verband für Patholinguistik e.V. (vpl) durchgeführt. Der vorliegende Tagungsband veröffentlicht die Hauptvorträge des Herbsttreffens zum Thema "Lesen lernen: Diagnostik und Therapie bei Störungen des Leseerwerbs". Des Weiteren sind die Beiträge promovierender bzw. promovierter PatholinguistInnen sowie der Posterpräsentationen enthalten. N2 - On November 20, 2010, the 4th Herbsttreffen Patholinguistik took place at the University of Potsdam. This annual conference is organized by the Verband für Patholinguistik e.V. (vpl). The main topic was "Learning to read: Assessment and intervention in developmental dyslexia". These proceedings contain the four main lectures, the contributed talks of the "Spektrum Patholinguistik" covering various psycho- and neurolinguistic research areas, and the abstracts of the presented posters. T3 - Spektrum Patholinguistik - 4 KW - Patholinguistik KW - Sprachtherapie KW - Leseerwerb KW - Dyslexie KW - Lese-Rechtschreib-Schwäche KW - patholinguistics KW - speech/language therapy KW - reading development KW - reading skills KW - dyslexia Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-53146 SN - 978-3-86956-145-5 SN - 1869-3822 SN - 1866-9433 IS - 4 PB - Universitätsverlag Potsdam CY - Potsdam ER -