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Children aged 2 ; 1 use transitive syntax to make a semantic-role interpretation in a pointing task*

Published online by Cambridge University Press:  01 April 2011

MIRIAM DITTMAR ,
KIRSTEN ABBOT-SMITH ,
ELENA LIEVEN  and
MICHAEL TOMASELLO
MIRIAM DITTMAR*
Affiliation:
Psychologisches Institut, University of Zurich, Switzerland
KIRSTEN ABBOT-SMITH
Affiliation:
School of Psychology, University of Kent, UK
ELENA LIEVEN
Affiliation:
Max Planck Institute for EvolutionaryAnthropology, Germany
MICHAEL TOMASELLO
Affiliation:
Max Planck Institute for EvolutionaryAnthropology, Germany
*
Address for correspondence: Miriam Dittmar, Universität Zürich, Psychologisches Institut, Allgemeine und Entwicklungspsychologie, Binzmühlestrasse 14/21, CH-8050 Zürich. e-mail: m.dittmar@psychologie.uzh.ch
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Abstract

The current study used a forced choice pointing paradigm to examine whether English children aged 2 ; 1 can use abstract knowledge of the relationship between word order position and semantic roles to make an active behavioural decision when interpreting active transitive sentences with novel verbs, when the actions are identical in the target and foil video clips. The children pointed significantly above chance with novel verbs but only if the final trial was excluded. With familiar verbs the children pointed consistently above chance. Children aged 2 ; 7 did not show these tiring effects and their performance in the familiar and novel verb conditions was always equivalent.

Information

Type
Brief Research Reports
Information
Journal of Child Language , Volume 38 , Issue 5 , November 2011 , pp. 1109 - 1123
Copyright
Copyright © Cambridge University Press 2011

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Footnotes

[*]

Many thanks to Elena Rossi, Linda Konnerth and Anna Roby for assistance in testing and for organizing appointments; to Kristin Wolter for coding reliabilities; to Petra Jahn for technical assistance; and to Daniel Stahl for help with counterbalancing and statistics. Particular thanks to a hard-working anonymous reviewer, for comments about order effects and also to Edith Bavin for all her helpful comments. Thank you also to Sabine Stoll for suggesting that we use a pointing study. A special ‘thank you’ to the parents and children and to Franklin Chang for helpful comments throughout all stages of the study.

References

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