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The development of questions

The development of questions. Questions. Whassis? Whatchadoing?. Yes-no questions. Stage 1. Can-I-V-PARTICLE? Can I get down? 1;11 Can I get up? 1;11 Can I lie down? 1;11. Yes-no questions. Stage 2. What’s NP Ving? What’s Mommy holding? 2;0 What’s Georgie saying? 2;1

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The development of questions

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  1. The development of questions

  2. Questions Whassis? Whatchadoing?

  3. Yes-no questions Stage 1. Can-I-V-PARTICLE? Can I get down? 1;11 Can I get up? 1;11 Can I lie down? 1;11

  4. Yes-no questions Stage 2. What’s NP Ving? What’s Mommy holding? 2;0 What’s Georgie saying? 2;1 What’s Andy making? 2;1

  5. Yes-no questions Stage 3. Could-(I)-V-NP? Could do this? 2:0 Could I throw that? 2:0 Could I have this? 2:0

  6. Yes-no questions Stage 4. Can-PRO-V-NP? Can you draw eyes? 2;1 Please can we do this? 2:1 Can you show me? 2;1

  7. WH-questions Stage 1. What’s NP doing? What’s donkey doing? 2;0 What’s toy doing? 2;0 What’s Nomi doing? 2;0

  8. WH-questions Stage 2. What’s NP Ving? What’s Mommy holding? 2;0 What’s Georgie saying? 2;1 What’s Andy making? 2;1

  9. WH-questions Stage 3. What is NP Ving? What is the boy making? 2;10 What is Andy doing? 2;11 What is Mommy pushing? 2;11

  10. Causatives

  11. Causatives (1) Jump me down. [= make/let me jump down] (2) You sad me. [= sadden, make sad] (3) Kendall fall that toy. [= drop] (4) Who deaded my kitty cat? [= kill] (5) I’m talking my birdie. [= make talk] (6) I’m gonna disappear the duck. [= make it disappear] (7) Did she bleed it? [=make bleed] (8) You ached me. [= make ache]

  12. Causatives Transitive sentences Peter hit the cow. AG V PA Sally pushed John. AG V PA Intransitive sentences Sally is working AG V The ball is rolling PA V

  13. Causatives Peter opened the door. The door opened. Peter broke the cup. The cup broke.

  14. Causatives (1) That flower cuts. [= can be cut] 2;8 (2) Bert knocked down. [= get knocked down] 3;0

  15. Subject deletion

  16. Subject deletion Run away. 1;11 Drink milk. 1;11 Touch duck. 2;0 Wanna apple. 2;0

  17. Subject deletion • Parameter setting • Processing limitations

  18. Parameter setting English He talked to Mary *Has talked to Mary. Italian Ha visto Piero. ‘(S/he) has seen Peter.’

  19. Pro drop parameter [- pro drop] [+ pro drop]

  20. Pro drop parameter [- pro drop] [+ pro drop]

  21. Pro drop parameter [- pro drop] [+ pro drop]

  22. Processing theories Processing bottleneck: Children omit the subject to make the utterance shorter and easier to process. If so, the subject should not be the only element that is regularly omitted in early child language.

  23. Processing theories Subject omitted 71% Object omitted 91% [Valian 1991] Put __ in there. 1;11 Take __ away. 1;11 Push __ in there. 2;0 Kimmy do __. 2;1 Put __ on. 2;1

  24. Processing theories • The information-structure hypothesis: Children tend to omit given or presupposed information • The metrical hypothesis: Children tend to omit the subject because because the subject is often unstressed.

  25. The information-structure hypothesis Meredith: Band-aid. Experimenter: Where’s your band-aid? Meredith: Band-aid. Experimenter: Do you have a band-aid? Meredith: Band-aid. Experimenter: Did you fall down and hurt yourself.

  26. The information-structure hypothesis Meredith: Band-aid. Mother: Who gave you the band-aid. Meredith: Nurse. Mother: Where did she put it? Meredith: Arm.

  27. The metrical hypothesis He kissed her He kissed Jane He kissed the lamb Peter kissed Jane Peter kissed the lamb The bear kissed her The bear kissed Jane The bear kissed the lamb (2;0 year-olds)[Gerken 1991]

  28. The metrical hypothesis Subject deletion 19% Object deletion 3% Deletion of pronominal subjects 32% Deletion of non-pronominal subjects 12%

  29. The development of passive sentences

  30. Linking in passive sentences (1) Peter threw the ball. (2) The ball was thrown by Peter. Peter hit John. Patient was hit by Agent. (3) I got hit by a car.

  31. Passive • comprehension • production

  32. Passive Group 1 The boy sees the girl. The pig pushes the cow. The car hits the truck. Group 3 The boy is seen by the man. The cow is pushed by the pig. The truck is hit by the car. Group 2 The man feeds the horse. The boy carries the chair. The girl kicks the ball. Group 4 The horse is fed by the man. The chair is carried by the boy. The ball is kicked by the girl.

  33. Passive Group 1 [active-reversible] The boy sees the girl. The pig pushes the cow. The car hits the truck. Group 3 [passive-reversible] The boy is seen by the man. The cow is pushed by the pig. The truck is hit by the car. Group 2 [active-irreversible] The man feeds the horse. The boy carries the chair. The girl kicks the ball. Group 4 [passive-irreversible] The horse is fed by the man. The chair is carried by the boy. The ball is kicked by the girl.

  34. Passive Subject: 1. nursury children 2. kindergarten children 3. first grade children 4. third grade children

  35. Passive Does the girl kick the ball?

  36. Passive Does the pig push the goat? Does the girl kick the ball?

  37. Passive

  38. Passive • Active sentence cause few problems than passive sentences. • Irreversible passive sentence cause few problems than reversible sentences. Hypothesis: Children interpret passive sentences as active sentences if that is semantically plausible.

  39. Passive Canonical sentence schema (Bever 1970) NP V NP Agent Action Patient

  40. Passive Door shut. [Peter 1;11] Get hurt. [Nina 2;0] That’s fixed. [Nina 2;3] Car broken. [Adam 2;4] It’s all finished. [Nina 2;4] I wanna get dressed. [Nina 2;4] I got scared. [Nina 2;5] Is it locked? [Adam 2;8] It’s frozen. [Peter 2;9] It’s fold up. [Adam 2;9]

  41. Passive • Agent is not expressed • Sentences describe states • Participial forms are lexicalized The frozen milk The broken car ? The attacked city ? The given key Lexical passives

  42. Passive Hypotheses • That's what they hear in the input. • States are easier than activities. Why are children’s early passive sentences lexical passives?

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