Comprehension of verb number morphemes in Czech children: Singular and plural show different relations to age and vocabulary

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F17%3A00471043" target="_blank" >RIV/68081740:_____/17:00471043 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1177/0142723716673954" target="_blank" >http://dx.doi.org/10.1177/0142723716673954</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/0142723716673954" target="_blank" >10.1177/0142723716673954</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Comprehension of verb number morphemes in Czech children: Singular and plural show different relations to age and vocabulary

Popis výsledku v původním jazyce

Two experiments examined Czech children’s comprehension of grammatical number marking in verbs. Children were presented with picture pairs involving one or multiple participants in the same action, and were asked to point to the picture described by a recorded sentence. Experiment 1 (N = 72, age 3,0–4,7) tested four types of sentences, some of which marked the number of participants on the verb only. There was a marked increase in comprehension scores with age and receptive vocabulary scores in singular, but not in plural sentences. This pattern was present regardless of how number was marked. Experiment 2 (N = 45, age 3,4–4,9) replicated the key findings of Experiment 1. The results suggest that comprehension of morphological number markers remains difficult even when children routinely produce such markers. However, when compared with results from other languages and experimental paradigms, it appears that the effect is due mainly to children’s comprehension of the task and not limitations in their grammatical knowledge.

Název v anglickém jazyce

Comprehension of verb number morphemes in Czech children: Singular and plural show different relations to age and vocabulary

Popis výsledku anglicky

Two experiments examined Czech children’s comprehension of grammatical number marking in verbs. Children were presented with picture pairs involving one or multiple participants in the same action, and were asked to point to the picture described by a recorded sentence. Experiment 1 (N = 72, age 3,0–4,7) tested four types of sentences, some of which marked the number of participants on the verb only. There was a marked increase in comprehension scores with age and receptive vocabulary scores in singular, but not in plural sentences. This pattern was present regardless of how number was marked. Experiment 2 (N = 45, age 3,4–4,9) replicated the key findings of Experiment 1. The results suggest that comprehension of morphological number markers remains difficult even when children routinely produce such markers. However, when compared with results from other languages and experimental paradigms, it appears that the effect is due mainly to children’s comprehension of the task and not limitations in their grammatical knowledge.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA13-26779S" target="_blank" >GA13-26779S: Osvojování české gramatiky: pravidla, kontext a teorie mysli</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

First Language

ISSN

0142-7237

e-ISSN

—

Svazek periodika

37

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

42-57

Kód UT WoS článku

000394898100004

EID výsledku v databázi Scopus

2-s2.0-85011321306