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Linguistics

An Interdisciplinary Journal of the Language Sciences

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The acquisition of scalar structures: Production of adjectives and degree markers by Dutch-speaking children and their caregivers

1 / Steven Gillis, 2

1Utrecht University

2University of Antwerp

Citation Information: . Volume 50, Issue 2, Pages 241–268, ISSN (Online) 1613-396X, ISSN (Print) 0024-3949, DOI: 10.1515/ling-2012-0009, April 2012

Publication History

Received:
2010-08-31
Revised:
2011-04-04
Published Online:
2012-04-28

Abstract

This study seeks to establish whether and at what age children's language production reflects relevant semantic differences between nongradable adjectives, on the one hand, and various classes of gradable adjectives, on the other hand. Quantitative and qualitative analyses of adjectives in spontaneous speech samples from Dutch-speaking children aged 2 to 7 and their caregivers show that children reveal some sensitivity to scalar structures already at age 2. From the outset of adjective production, toddlers use degree markers (comparatives, superlatives, degree adverbs) to modify only gradable, but not nongradable adjectives. By age 4, the proportions of degree markers within the class of gradable adjectives are clearly contingent on the type of scalar structure associated with an adjective. The patterns in child speech reflect frequencies in child-directed speech. However, the frequency of context-dependent adjectives in child speech across all age groups is lower than predicted by the input. Although very few errors were attested in the domain of degree modification, the errors seem to persist until age 6. At this age, the proportion of degree adverbs in child speech reaches the adult level. The results are consonant with the idea that children construe scales through exposure to linguistic input, rather than on the basis of pre-linguistic conceptual distinctions.

Citing Articles

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[1]
[2]
Elena Tribushinina, Huub van den Bergh, Dorit Ravid, Ayhan Aksu-Koç, Marianne Kilani-Schoch, Katharina Korecky-Kröll, Iris Leibovitch-Cohen, Sabine Laaha, Bracha Nir, Wolfgang U. Dressler, and Steven Gillis
Language, Interaction and Acquisition, 2014, Volume 5, Number 2, Page 185
[3]
Elena Tribushinina, Steven Gillis, and Sven De Maeyer
International Journal of Pediatric Otorhinolaryngology, 2013, Volume 77, Number 3, Page 356

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