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Young Children Fail to Fully Generalize a Novel Argument Structure Construction when Exposed to the Same Input as Older Learners

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Title: Young Children Fail to Fully Generalize a Novel Argument Structure Construction when Exposed to the Same Input as Older Learners
Language: English
Authors: Boyd, Jeremy K., Goldberg, Adele E.
Source: Journal of Child Language. Jun 2012 39(3):457-481.
Availability: Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Peer Reviewed: Y
Physical Description: PDF
Page Count: 25
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Descriptors: Verbs, Generalization, Linguistic Input, Young Children, Children, Adults, Phrase Structure, Task Analysis, Syntax, Age Differences, Grammar, Test Items
DOI: 10.1017/S0305000911000079
ISSN: 0305-0009
Abstract: The present study exposed five-year-olds (M=5 ; 2), seven-year-olds (M=7 ; 6) and adults (M=22 ; 4) to instances of a novel phrasal construction, then used a forced choice comprehension task to evaluate their learning of the construction. The abstractness of participants' acquired representations of the novel construction was evaluated by varying the degree of lexical overlap that test items had with exposure items. We found that both child groups were less proficient than adults, but seven-year-olds showed evidence of across-the-board generalization whereas five-year-olds were sensitive to lexical overlap at test. This outcome is consistent with more conservative, item-based learning of syntactic patterns in younger children. Additionally, unlike adults and seven-year-olds, five-year-olds showed no evidence of having mastered the novel construction's linking rules. Thus, younger learners are less likely to generalize abstract argument structure constructions when exposed to the same systematic input as older learners.
Abstractor: As Provided
Entry Date: 2012
Accession Number: EJ971218
Database: ERIC
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  Data: Young Children Fail to Fully Generalize a Novel Argument Structure Construction when Exposed to the Same Input as Older Learners
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  Data: Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
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  Data: 10.1017/S0305000911000079
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  Data: The present study exposed five-year-olds (M=5 ; 2), seven-year-olds (M=7 ; 6) and adults (M=22 ; 4) to instances of a novel phrasal construction, then used a forced choice comprehension task to evaluate their learning of the construction. The abstractness of participants' acquired representations of the novel construction was evaluated by varying the degree of lexical overlap that test items had with exposure items. We found that both child groups were less proficient than adults, but seven-year-olds showed evidence of across-the-board generalization whereas five-year-olds were sensitive to lexical overlap at test. This outcome is consistent with more conservative, item-based learning of syntactic patterns in younger children. Additionally, unlike adults and seven-year-olds, five-year-olds showed no evidence of having mastered the novel construction's linking rules. Thus, younger learners are less likely to generalize abstract argument structure constructions when exposed to the same systematic input as older learners.
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