Children’s overtensing errors: Phonological and lexical effects on syntax
Overtensing (the use of an inflected form in place of a nonfinite form, e.g. ∗ didn’t br o ke for target didn’t br ea k) is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more co...
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| Published in | Journal of memory and language Vol. 57; no. 1; pp. 49 - 64 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
San Diego, CA
Elsevier Inc
01.07.2007
Elsevier Elsevier BV |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0749-596X 1096-0821 |
| DOI | 10.1016/j.jml.2007.02.003 |
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| Abstract | Overtensing (the use of an inflected form in place of a nonfinite form, e.g. ∗
didn’t br
o
ke for target
didn’t br
ea
k) is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more common with verbs of low frequency and when phonological processing biases favour the past-tense form relative to the base form (vowel dominance and the consonant addition bias). For regulars, errors are more common when the inflected form ends in a rime that can occur in monomorphemic forms in English (which children have had independent practice with) than when the rime is found only in inflected forms. Results demonstrate that default patterns can be subject to lexical frequency effects. Results are compatible with a particular conceptualization of competition (the integrated multiple competitor approach), whether connectionist or symbolic. |
|---|---|
| AbstractList | Overtensing (the use of an inflected form in place of a nonfinite form, e.g. *"didn't broke" for target "didn't break") is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more common with verbs of low frequency and when phonological processing biases favour the past-tense form relative to the base form (vowel dominance and the consonant addition bias). For regulars, errors are more common when the inflected form ends in a rime that can occur in monomorphemic forms in English (which children have had independent practice with) than when the rime is found only in inflected forms. Results demonstrate that default patterns can be subject to lexical frequency effects. Results are compatible with a particular conceptualization of competition (the integrated multiple competitor approach), whether connectionist or symbolic. Overtensing (the use of an inflected form in place of a nonfinite form, e.g. *didn't broke for target didn't break) is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more common with verbs of low frequency and when phonological processing biases favour the past-tense form relative to the base form (vowel dominance and the consonant addition bias). For regulars, errors are more common when the inflected form ends in a rime that can occur in monomorphemic forms in English (which children have had independent practice with) than when the rime is found only in inflected forms. Results demonstrate that default patterns can be subject to lexical frequency effects. Results are compatible with a particular conceptualization of competition (the integrated multiple competitor approach), whether connectionist or symbolic. [PUBLICATION ABSTRACT] Overtensing (the use of an inflected form in place of a nonfinite form, e.g. *didn't broke for target didn't break) is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more common with verbs of low frequency and when phonological processing biases favour the past-tense form relative to the base form (vowel dominance and the consonant addition bias). For regulars, errors are more common when the inflected form ends in a rime that can occur in monomorphemic forms in English (which children have had independent practice with) than when the rime is found only in inflected forms. Results demonstrate that default patterns can be subject to lexical frequency effects. Results are compatible with a particular conceptualization of competition (the integrated multiple competitor approach), whether connectionist or symbolic. [Copyright 2007 Elsevier Inc.] Overtensing (the use of an inflected form in place of a nonfinite form, e.g. ∗ didn’t br o ke for target didn’t br ea k) is common in early syntax. In a ChiLDES-based study of 36 children acquiring English, I examine the effects of phonological and lexical factors. For irregulars, errors are more common with verbs of low frequency and when phonological processing biases favour the past-tense form relative to the base form (vowel dominance and the consonant addition bias). For regulars, errors are more common when the inflected form ends in a rime that can occur in monomorphemic forms in English (which children have had independent practice with) than when the rime is found only in inflected forms. Results demonstrate that default patterns can be subject to lexical frequency effects. Results are compatible with a particular conceptualization of competition (the integrated multiple competitor approach), whether connectionist or symbolic. |
| Author | Stemberger, Joseph Paul |
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| Keywords | Phonology–morphology interactions Connectionist models First language acquisition Dual route models Morphology Symbolic models Language production Overtensing Regularity Frequency effects English past-tense Lexicon Grammatical tense Cognition Verbal production Connectionism Language Phonology-morphology interactions Child Human Grammar English Language development Frequency Phonology Models Syntax |
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| Snippet | Overtensing (the use of an inflected form in place of a nonfinite form, e.g. ∗
didn’t br
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ke for target
didn’t br
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k) is common in early syntax. In a... Overtensing (the use of an inflected form in place of a nonfinite form, e.g. *"didn't broke" for target "didn't break") is common in early syntax. In a... Overtensing (the use of an inflected form in place of a nonfinite form, e.g. *didn't broke for target didn't break) is common in early syntax. In a... |
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| SubjectTerms | Biological and medical sciences Child Child development Child Language Children Children & youth Connectionist models Developmental psychology Dual route models English English past-tense Error Analysis Error Patterns First language acquisition Frequency effects Fundamental and applied biological sciences. Psychology Grammar Inflection Language acquisition Language Processing Language production Linguistics Memory Morphemes Morphology Negation Overtensing Phonemes Phonetics Phonological Processing Phonology Phonology–morphology interactions Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Regularity Rhyme Symbolic models Syntax Tense Word Frequency |
| Title | Children’s overtensing errors: Phonological and lexical effects on syntax |
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