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| Autor/inn/en | Arnold, Jennifer E.; Brown-Schmidt, Sarah; Trueswell, John |
|---|---|
| Titel | Children's Use of Gender and Order-of-Mention during Pronoun Comprehension |
| Quelle | In: Language and Cognitive Processes, 22 (2007) 4, S.527-565 (39 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0169-0965 |
| Schlagwörter | Form Classes (Languages); Language Processing; Children; Sex; Adults; Cognitive Processes; Thinking Skills; Discourse Analysis; Expectation; Experiments; Eye Movements; Models; Videotape Recordings; Gender Differences |
| Abstract | Two experiments were conducted to examine the on-line processing mechanisms used by young children to comprehend pronouns. The work focuses on their use of two highly relevant sources of information: (1) the gender and number features carried by English pronouns, and (2) the differing accessibility of discourse entities, as influenced by order-of-mention in a clause. Adults use both evidential sources, as early as 200 ms after the offset of the pronoun (Arnold, Eisenband, Brown-Schmidt, & Trueswell, 2000). We find that like adults, 3-5-year-old children use a pronoun's gender to guide their choice of a referent, and that they use it rapidly on-line. But unlike adults, they show little or no signs of a first-mentioned bias, either off-line or on-line. This is consistent with a tendency for children to initially recruit reliable sources of constraint for language comprehension--in this case, the gender of the pronoun. (Contains 10 figures, 4 tables and 10 footnotes.) (Author). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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