Abstract
ABSTRACTThe pronoun system provides a fruitful area for investigating the conditions under which children make linguistic generalizations. Pronouns are defined by a complex of semantic, syntactic, and morphological distinctions whose interaction is only partially consistent. In the course of acquiring them, children often make systematic errors which reflect novel generalizations from the adult input. A distributional analysis was applied to the errors made by 48 children in marking distinctions of person, possession, and case in their spontaneous use of pronouns. The analysis indicated that children do not make maximal generalizations which extend a particular feature to all related contexts. Rather, they acquire specific complexes of features, and are quite conservative in extrapolating from one feature complex to another.
Publisher
Cambridge University Press (CUP)
Subject
General Psychology,Linguistics and Language,Developmental and Educational Psychology,Experimental and Cognitive Psychology,Language and Linguistics
Reference12 articles.
1. A study of the early use of self-words by a child;Cooley;PsychRev,1908
2. Pronominal case-errors;Kaper;JChLang,1976
3. Cognitive principles underlying children's errors in pronominal case-marking;Tanz;JChLang,1974
Cited by
54 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献