NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1062884
Record Type: Journal
Publication Date: 2015-Jul
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0305-0009
Children's Syntactic-Priming Magnitude: Lexical Factors and Participant Characteristics
Foltz, Anouschka; Thiele, Kristina; Kahsnitz, Dunja; Stenneken, Prisca
Journal of Child Language, v42 n4 p932-945 Jul 2015
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.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A