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Young German children’s early syntactic competence: a preferential looking study


Dittmar, M; Abbot-Smith, K; Lieven, E; Tomasello, M (2008). Young German children’s early syntactic competence: a preferential looking study. Developmental Science, 11(4):575-582.

Abstract

Using a preferential looking methodology with novel verbs, Gertner, Fisher, & Eisengart (2006) found that 21-month-old English children seemed to understand the syntactic marking of transitive word order in an abstract, verb-general way. In the current study we tested whether young German children of this same age have this same understanding. Following Gertner et al. (2006), one group of German children was tested only after they had received a training/practice phase containing transitive sentences with familiar verbs and the exact same nouns as those used at test. A second group was tested after a training/practice phase consisting only of familiar verbs, without the nouns used at test. Only the group of children with the training on full transitive sentences was successful in the test. These findings suggest that for children this young to succeed in this test of syntactic understanding, they must first have some kind of relevant linguistic experience immediately prior to testing - which raises the question of the nature of children’s linguistic representations at this early point in development.

Abstract

Using a preferential looking methodology with novel verbs, Gertner, Fisher, & Eisengart (2006) found that 21-month-old English children seemed to understand the syntactic marking of transitive word order in an abstract, verb-general way. In the current study we tested whether young German children of this same age have this same understanding. Following Gertner et al. (2006), one group of German children was tested only after they had received a training/practice phase containing transitive sentences with familiar verbs and the exact same nouns as those used at test. A second group was tested after a training/practice phase consisting only of familiar verbs, without the nouns used at test. Only the group of children with the training on full transitive sentences was successful in the test. These findings suggest that for children this young to succeed in this test of syntactic understanding, they must first have some kind of relevant linguistic experience immediately prior to testing - which raises the question of the nature of children’s linguistic representations at this early point in development.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:July 2008
Deposited On:23 Dec 2008 14:16
Last Modified:18 Feb 2018 10:08
Publisher:Wiley-Blackwell
ISSN:1363-755X
Additional Information:The definitive version is available at www.blackwell-synergy.com
OA Status:Green
Publisher DOI:https://doi.org/10.1111/j.1467-7687.2008.00703.x

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