TY - JOUR
T1 - Learning the Plural from Variable Input
T2 - An Eye-tracking Study of Chilean Children's Plural Comprehension
AU - Lukyanenko, Cynthia
AU - Miller, Karen
N1 - Funding Information:
The authors gratefully acknowledge funding from the National Science Foundation (Grant #BCS-1322763) and thank Miguel Ramos and Rachel Painter for their help with stimulus creation, as well as Rodrigo Cardenas for his assistance running child and adult participants in Punta Arenas, Chile. We also thank the members of the Center for Language Science at Penn State, as well as the audience of GALANA 2016, for their helpful suggestions on previous versions of this manuscript. We hope we’ve done justice to your suggestions.
Funding Information:
The authors gratefully acknowledge funding from the National Science Foundation (Grant #BCS-1322763) and thank Miguel Ramos and Rachel Painter for their help with stimulus creation, as well as Rodrigo Cardenas for his assistance running child and adult participants in Punta Arenas, Chile. We also thank the members of the Center for Language Science at Penn State, as well as the audience of GALANA 2016, for their helpful suggestions on previous versions of this manuscript. We hope we've done justice to your suggestions.
Publisher Copyright:
© 2019, equinox publishing.
PY - 2019/12/24
Y1 - 2019/12/24
N2 - Natural languages frequently display both consistent and variable morphological patterns. Previous studies have indicated that variable morphological patterns are mastered more slowly than consistent ones. In particular, it has been argued that Chilean children, who are exposed to variable plural-marking, take longer to consistently associate the plural marker to a more-than-one interpretation than children who are exposed to non-variable plural-marking (e.g. children from Mexico City). Building on this previous work, the present study assesses Chilean children's ability to associate the plural marker to a more-than-one interpretation in both an act-out task and an eye-tracking task, in order to compare performance across different contexts and between offline and real-time comprehension, and to enrich our understanding of the acquisition of variable morphology.
AB - Natural languages frequently display both consistent and variable morphological patterns. Previous studies have indicated that variable morphological patterns are mastered more slowly than consistent ones. In particular, it has been argued that Chilean children, who are exposed to variable plural-marking, take longer to consistently associate the plural marker to a more-than-one interpretation than children who are exposed to non-variable plural-marking (e.g. children from Mexico City). Building on this previous work, the present study assesses Chilean children's ability to associate the plural marker to a more-than-one interpretation in both an act-out task and an eye-tracking task, in order to compare performance across different contexts and between offline and real-time comprehension, and to enrich our understanding of the acquisition of variable morphology.
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U2 - 10.1558/jmbs.v1i2.11788
DO - 10.1558/jmbs.v1i2.11788
M3 - Article
AN - SCOPUS:85108005498
SN - 2631-8407
VL - 1
SP - 248
EP - 279
JO - Journal of Monolingual and Bilingual Speech
JF - Journal of Monolingual and Bilingual Speech
IS - 2
ER -