Evidence for (shared) abstract structure underlying children’s short and full passives

Psychology

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https://doi.org/10.1016/j.cognition.2011.07.003
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Evidence for (shared) abstract structure underlying children’s short and full passives. / Messenger, Katherine; Branigan, Holly P.; McLean, Janet F.
In: Cognition, Vol. 121, No. 2, 03.07.2011, p. 268-274.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Messenger, K, Branigan, HP & McLean, JF 2011, 'Evidence for (shared) abstract structure underlying children’s short and full passives', Cognition, vol. 121, no. 2, pp. 268-274. https://doi.org/10.1016/j.cognition.2011.07.003

APA

Messenger, K., Branigan, H. P., & McLean, J. F. (2011). Evidence for (shared) abstract structure underlying children’s short and full passives. Cognition, 121(2), 268-274. https://doi.org/10.1016/j.cognition.2011.07.003

Vancouver

Messenger K, Branigan HP, McLean JF. Evidence for (shared) abstract structure underlying children’s short and full passives. Cognition. 2011 Jul 3;121(2):268-274. doi: 10.1016/j.cognition.2011.07.003

Author

Messenger, Katherine ; Branigan, Holly P. ; McLean, Janet F. / Evidence for (shared) abstract structure underlying children’s short and full passives. In: Cognition. 2011 ; Vol. 121, No. 2. pp. 268-274.

Bibtex

@article{fb9e1e1ea52a46e5bbc786b6b8506c1d,

title = "Evidence for (shared) abstract structure underlying children{\textquoteright}s short and full passives",

abstract = "In a syntactic priming paradigm, three- and four-year-old children and adults described transitive events after hearing thematically and lexically unrelated active and short passive prime descriptions. Both groups were more likely to produce full passive descriptions (the king is being scratched by the tiger) following short passive primes (the girls are being shocked) than active primes (the sheep is shocking the girl). These results suggest that by four, children have (shared) abstract syntactic representations for both short and full passives, contrary to previous proposals (e.g., Horgan, 1978).",

author = "Katherine Messenger and Branigan, {Holly P.} and McLean, {Janet F.}",

year = "2011",

month = jul,

day = "3",

doi = "10.1016/j.cognition.2011.07.003",

language = "English",

volume = "121",

pages = "268--274",

journal = "Cognition",

issn = "0010-0277",

publisher = "Elsevier",

number = "2",

}

RIS

TY - JOUR

T1 - Evidence for (shared) abstract structure underlying children’s short and full passives

AU - Messenger, Katherine

AU - Branigan, Holly P.

AU - McLean, Janet F.

PY - 2011/7/3

Y1 - 2011/7/3

N2 - In a syntactic priming paradigm, three- and four-year-old children and adults described transitive events after hearing thematically and lexically unrelated active and short passive prime descriptions. Both groups were more likely to produce full passive descriptions (the king is being scratched by the tiger) following short passive primes (the girls are being shocked) than active primes (the sheep is shocking the girl). These results suggest that by four, children have (shared) abstract syntactic representations for both short and full passives, contrary to previous proposals (e.g., Horgan, 1978).

AB - In a syntactic priming paradigm, three- and four-year-old children and adults described transitive events after hearing thematically and lexically unrelated active and short passive prime descriptions. Both groups were more likely to produce full passive descriptions (the king is being scratched by the tiger) following short passive primes (the girls are being shocked) than active primes (the sheep is shocking the girl). These results suggest that by four, children have (shared) abstract syntactic representations for both short and full passives, contrary to previous proposals (e.g., Horgan, 1978).

UR - http://dx.doi.org/10.1016/j.cognition.2011.07.003

U2 - 10.1016/j.cognition.2011.07.003

DO - 10.1016/j.cognition.2011.07.003

M3 - Journal article

VL - 121

SP - 268

EP - 274

JO - Cognition

JF - Cognition

SN - 0010-0277

IS - 2

ER -

Research

Text available via DOI: