Retrieval of an irregular blocks the rule, but children's memory traces are not strong enough to guarantee perfect retrieval. Children, like adults, mark tense using memory (for irregulars) and an affixation rule that can generate a regular past tense form for any verb. (7) Verbs are protected from overregularization by similar-sounding irregulars, but they are not attracted to overregularization by similar-sounding regulars, suggesting that irregular patterns are stored in an associative memory with connectionist properties, but that regulars are not. (6) The more often a parent uses an irregular form, the less often the child overregularizes it. (5) Overregularizations first appear when children begin to mark regular verbs for tense reliably (i.e., when they stop saying Yesterday I walk). Thus, the traditional account in which memory operates before rules cannot be replaced by a connectionist alternative in which a single network displays rotelike or rulelike behavior in response to changes in input statistics. (4) Overregularization does not correlate with increases in the number or proportion of regular verbs in parental speech, children's speech, or children's vocabularies. (3) Although overregularization errors never predominate, one aspect of their purported U-shaped development was confirmed quantitatively: an extended period of correct performance precedes the first error. (2) Overregularization occurs at a roughly constant low rate from the 2s into the school-age years, affecting most irregular verbs. (1) Overregularization errors are relatively rare (median 2.5% of irregular past tense forms), suggesting that there is no qualitative defect in children's grammars that must be unlearned. We remedy the lack of quantitative data on overregularization by analyzing 11,521 irregular past tense utterances in the spontaneous speech of 83 children. The errors seem paradigmatic of rule use, hence bear on central issues in the psychology of rules: how creative rule application interacts with memorized exceptions in development, how overgeneral rules are unlearned in the absence of parental feedback, and whether cognitive processes involve explicit rules or parallel distributed processing (connectionist) networks. Cambridge: Cambridge University Press.Children extend regular grammatical patterns to irregular words, resulting in overregularizations like comed, often after a period of correct performance ("U-shaped development"). The acquisition of English past tense in an instructional setting. Understanding second language acquisition. Studies in Second Language Acquisition, 38(3), 365-401.
L1 influence on the acquisition order of English grammatical morphemes: A learner corpus study. Is the acquisition order of grammatical morphemes impervious to L1 knowledge? Evidence from the acquisition of plural‐s, articles, and possessive’s. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 5(1), 1-21. The "natural order" of morpheme acquisition: A historical survey and discussion of three putative determinants. Journal of Verbal Learning and Verbal Behavior, 16(5), 589-600. The acquisition of regular and irregular past tense forms. Journal of Speech, Language, and Hearing Research, 50, 1280–1299. Acquisition of English grammatical morphology by native Mandarin-speaking children and adolescents: Age-related differences. Explaining the ‘‘Natural order of L2 morpheme acquisition’’ in English: A meta-analysis of multiple determinants.
Studies in Second Language Acquisition, 9(1), 1-19. Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Construction learning as a function of frequency, frequency distribution, and function.
0 kommentar(er)
