Investigations of sentences with the universal quantifier every have led to qualitatively differe... more Investigations of sentences with the universal quantifier every have led to qualitatively different conclusions about children's linguistic knowledge. The aim of this paper is to investigate the extent to which children know the semantics of the universal quantifier every. A Truth Value Judgment task was conducted to determine whether young children know that the two arguments of the universal quantifier every differ in that only the restrictor, and not the nuclear scope, is downward entailing. Taken together with previous research, the experimental findings suggest that children’s knowledge of the universal quantifier every runs deep, and includes the asymmetry in interpretation between the restrictor and the nuclear scope. The findings challenge recent claims that children lack knowledge of quantification.
ABSTRACT the limitations of poor readers in comprehension of spoken sentences are seen to be inde... more ABSTRACT the limitations of poor readers in comprehension of spoken sentences are seen to be independent of their deficits in analzing phonological information / we have proposed an alternative hypothesis that attempts to explain the entire symptom complex of poor readers, including their difficulties in spoken sentence comprehension / the processing limitation hypothesis it is explained how the failures of poor readers to comprehend sentences can be directly related to their limitations in processing at the phonological level / present evidence in support of the view that the differences between good and poor readers in spoken language comprehension are a manifestation of their differences in ability to process phonological structures (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Journal of Electronic Science and Technology, Mar 25, 2017
Unlike Indo-European languages, Mandarin relies heavily on lexical tones to distinguish word iden... more Unlike Indo-European languages, Mandarin relies heavily on lexical tones to distinguish word identity. Using the intermodal preferential looking paradigm, this study examined 3-year-old Mandarin-speakers' ability to use Mandarin lexical tones in learning new words. Results showed that when children were presented with Tone 2 (rising) and Tone 4 (falling) pairs, children successfully learned both words. However, when children were presented with Tone 2 and Tone 3 (dipping) pairs, they learned the Tone 2 word but not the Tone 3 one. Children were then divided into two groups based on their learning performance on the Tone 3 word. Successful learning of Tone 3 words was observed in the high performers but not in the low performers, who consistently misused Tone 3 as Tone 2. This study showed that Mandarin-speaking 3-year-olds could use lexical tones to learn words under experimental conditions, and that the difficulty of Tone 3 acquisition may be related to its lower level of perceptual distinctiveness compared with other tones.
Investigations of sentences with the universal quantifier every have led to qualitatively differe... more Investigations of sentences with the universal quantifier every have led to qualitatively different conclusions about children's linguistic knowledge. The aim of this paper is to investigate the extent to which children know the semantics of the universal quantifier every. A Truth Value Judgment task was conducted to determine whether young children know that the two arguments of the universal quantifier every differ in that only the restrictor, and not the nuclear scope, is downward entailing. Taken together with previous research, the experimental findings suggest that children’s knowledge of the universal quantifier every runs deep, and includes the asymmetry in interpretation between the restrictor and the nuclear scope. The findings challenge recent claims that children lack knowledge of quantification.
ABSTRACT the limitations of poor readers in comprehension of spoken sentences are seen to be inde... more ABSTRACT the limitations of poor readers in comprehension of spoken sentences are seen to be independent of their deficits in analzing phonological information / we have proposed an alternative hypothesis that attempts to explain the entire symptom complex of poor readers, including their difficulties in spoken sentence comprehension / the processing limitation hypothesis it is explained how the failures of poor readers to comprehend sentences can be directly related to their limitations in processing at the phonological level / present evidence in support of the view that the differences between good and poor readers in spoken language comprehension are a manifestation of their differences in ability to process phonological structures (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Journal of Electronic Science and Technology, Mar 25, 2017
Unlike Indo-European languages, Mandarin relies heavily on lexical tones to distinguish word iden... more Unlike Indo-European languages, Mandarin relies heavily on lexical tones to distinguish word identity. Using the intermodal preferential looking paradigm, this study examined 3-year-old Mandarin-speakers' ability to use Mandarin lexical tones in learning new words. Results showed that when children were presented with Tone 2 (rising) and Tone 4 (falling) pairs, children successfully learned both words. However, when children were presented with Tone 2 and Tone 3 (dipping) pairs, they learned the Tone 2 word but not the Tone 3 one. Children were then divided into two groups based on their learning performance on the Tone 3 word. Successful learning of Tone 3 words was observed in the high performers but not in the low performers, who consistently misused Tone 3 as Tone 2. This study showed that Mandarin-speaking 3-year-olds could use lexical tones to learn words under experimental conditions, and that the difficulty of Tone 3 acquisition may be related to its lower level of perceptual distinctiveness compared with other tones.
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