User Manual Privacy Policy Disclaimer Contact us
  Advanced SearchBrowse




Conference Paper

A closer look at pronoun comprehension: Comparing different methods


Bergmann,  Christina
Centre for Language Studies • Radboud University Nijmegen;
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society;

External Ressource
No external resources are shared
Fulltext (public)

(Publisher version), 94KB

Supplementary Material (public)
There is no public supplementary material available

Bergmann, C., Paulus, M., & Fikkert, J. (2010). A closer look at pronoun comprehension: Comparing different methods. In J. Costa, A. Castro, M. Lobo, & F. Pratas (Eds.), Language Acquisition and Development: Proceedings of GALA 2009 (pp. 53-61). Newcastle upon Tyne: Cambridge Scholars Publishing.

Cite as: http://hdl.handle.net/11858/00-001M-0000-000F-5A56-6
1. Introduction External input is necessary to acquire language. Consequently, the comprehension of various constituents of language, such as lexical items or syntactic and semantic structures should emerge at the same time as or even precede their production. However, in the case of pronouns this general assumption does not seem to hold. On the contrary, while children at the age of four use pronouns and reflexives appropriately during production (de Villiers, et al. 2006), a number of comprehension studies across different languages found chance performance in pronoun trials up to the age of seven, which co-occurs with a high level of accuracy in reflexive trials (for an overview see e.g. Conroy, et al. 2009; Elbourne 2005).