ERIC Number: ED338046
Record Type: RIE
Publication Date: 1990-Jul
Reference Count: N/A
Multifunctional "Se": Course of Development in Spanish Children.
Gathercole, Virginia C.
A study explored the acquisition of "se" by Spanish-speaking children in Madrid, Spain, looking at: (1) acquisition of multifunctional forms; and (2) the course of acquisition for a linguistic expression that has both anaphoric and non-anaphoric functions, and its relevance to Binding Theory approaches to the acquisition of reflexives. Subjects were native Spanish speakers, middle and upper middle class children: 5 boys and 5 girls in each of 5 age groups--3, 5, 7, 9, and 11 years. Production of various uses of "se" and of non-"se" pronominal clitics was elicited after viewing a videotape. There were six opportunities to produce each of the targeted uses of "se" and non-"se" clitics: (reciprocal, singular reflexive, plural reflexive, singular inherent, plural inherent, spurious dative, and non-"se" pronominal clitics). Analyis of the data revealed an impressive accuracy in young children's production of "se" despite the fact that it functions as both an anaphor and a pronominal. Errors in choice of "se" and "le" are not uni-directional, and there is some early overgeneralization of both. The data point to a need to incorporate an asymmetry in the status of the different uses of "se." Finally, there may be a need to incorporate lexical-specific learning in the acquisition of anaphors and pronominals. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Binding Theory; Reflexives; Spain
Note: In: Papers and Reports on Child Language Development, Number Twenty-nine. California, Stanford University, 1990. p46-53.