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Uncovering productive morphosyntax in French-learning toddlers: a multidimensional methodology perspective

Published online by Cambridge University Press:  21 October 2015

ISABELLE BARRIÈRE ,
LOUISE GOYET ,
SARAH KRESH ,
GÉRALDINE LEGENDRE  and
THIERRY NAZZI
ISABELLE BARRIÈRE*
Affiliation:
Department of Communication Sciences & Disorders, Long Island University, Brooklyn, NY, USAand Yeled v'Yalda Research Institute, Brooklyn, New York, USA
LOUISE GOYET
Affiliation:
Université Paris 8, Franceand Psychologie du Développement, Laboratoire Paragraphe EA 349, Equipe Compréhension, Raisonnement et Acquisition des Connaissances (CRAC)
SARAH KRESH
Affiliation:
Department of Linguistics, Graduate Center, CUNY, New York, USAand Yeled v'Yalda Research Institute, Brooklyn, New York, USA
GÉRALDINE LEGENDRE
Affiliation:
Department of Cognitive Science, Johns Hopkins University, Baltimore, USA
THIERRY NAZZI
Affiliation:
Université Paris Descartes, Paris, Franceand CNRS (Laboratoire Psychologie de la Perception), Paris, France
*
Address for correspondence: Isabelle Barrière, Department of Communication Sciences & Disorders, Long Island University, Brooklyn, NY 11201-8423, USA. tel: 718 780 6335 (cell); e-mail: isabelle.barriere@gmail.com
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Abstract

The present study applies a multidimensional methodological approach to the study of the acquisition of morphosyntax. It focuses on evaluating the degree of productivity of an infrequent subject–verb agreement pattern in the early acquisition of French and considers the explanatory role played by factors such as input frequency, semantic transparency of the agreement markers, and perceptual factors in accounting for comprehension of agreement in number (singular vs. plural) in an experimental setting. Results on a pointing task involving pseudo-verbs demonstrate significant comprehension of both singular and plural agreement in children aged 2;6. The experimental results are shown not to reflect input frequency, input marker reliability on its own, or lexically driven knowledge. We conclude that toddlers have knowledge of subject–verb agreement at age 2;6 which is abstract and productive despite its paucity in the input.

Type
Articles
Information
Journal of Child Language , Volume 43 , Issue 5 , September 2016 , pp. 1131 - 1157
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Copyright
Copyright © Cambridge University Press 2015 

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