Children's syntactic-priming magnitude: lexical factors and participant characteristics

Foltz A, Thiele K, Kahsnitz D, Stenneken P (2015)
Journal of Child Language 42(4): 932-945.

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Zeitschriftenaufsatz | Veröffentlicht | Englisch
Abstract / Bemerkung
This study examines whether lexical repetition, syntactic skills, and working memory (WM) affect children's syntactic-priming behavior, i.e. their tendency to adopt previously encountered syntactic structures. Children with Specific Language Impairment (SLI) and typically developing (TD) children were primed with prenominal (e.g. the yellow cup) or relative clause (RC; e.g. the cup that is yellow) structures with or without lexical overlap and performed additional tests of productive syntactic skills and WM capacity. Results revealed a reliable syntactic-priming effect without lexical boost in both groups: SLI and TD children produced more RCs following RC primes than following prenominal primes. Grammaticality requirements influenced RC productions in that SLI children produced fewer grammatical RCs than TD children. Of the additional measures, WM positively affected how frequently children produced dispreferred RC structures, but productive syntactic skills had no effect. The results support an implicit-learning account of syntactic priming and emphasize the importance of WM in syntactic priming tasks.
Erscheinungsjahr
Zeitschriftentitel
Journal of Child Language
Band
42
Zeitschriftennummer
4
Seite
932-945
ISSN
PUB-ID

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Foltz A, Thiele K, Kahsnitz D, Stenneken P. Children's syntactic-priming magnitude: lexical factors and participant characteristics. Journal of Child Language. 2015;42(4):932-945.
Foltz, A., Thiele, K., Kahsnitz, D., & Stenneken, P. (2015). Children's syntactic-priming magnitude: lexical factors and participant characteristics. Journal of Child Language, 42(4), 932-945. doi:10.1017/S0305000914000488
Foltz, A., Thiele, K., Kahsnitz, D., and Stenneken, P. (2015). Children's syntactic-priming magnitude: lexical factors and participant characteristics. Journal of Child Language 42, 932-945.
Foltz, A., et al., 2015. Children's syntactic-priming magnitude: lexical factors and participant characteristics. Journal of Child Language, 42(4), p 932-945.
A. Foltz, et al., “Children's syntactic-priming magnitude: lexical factors and participant characteristics”, Journal of Child Language, vol. 42, 2015, pp. 932-945.
Foltz, A., Thiele, K., Kahsnitz, D., Stenneken, P.: Children's syntactic-priming magnitude: lexical factors and participant characteristics. Journal of Child Language. 42, 932-945 (2015).
Foltz, Anouschka, Thiele, Kristina, Kahsnitz, Dunja, and Stenneken, Prisca. “Children's syntactic-priming magnitude: lexical factors and participant characteristics”. Journal of Child Language 42.4 (2015): 932-945.

2 Zitationen in Europe PMC

Daten bereitgestellt von Europe PubMed Central.

Case assignment in English-speaking children: a paired priming paradigm.
Wisman Weil L, Leonard LB., J Child Lang 44(4), 2017
PMID: 28556770
Lexical alignment in triadic communication.
Foltz A, Gaspers J, Thiele K, Stenneken P, Cimiano P., Front Psychol 6(), 2015
PMID: 25762955

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