English
 
User Manual Privacy Policy Disclaimer Contact us
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT

Released

Journal Article

Comparing different accounts of inversion errors in children's non-subject wh-questions: ‘What experimental data can tell us?’

MPS-Authors
There are no MPG-Authors available
External Ressource
No external resources are shared
Fulltext (public)
Supplementary Material (public)
There is no public supplementary material available
Citation

Ambridge, B., Rowland, C. F., Theakston, A. L., & Tomasello, M. (2006). Comparing different accounts of inversion errors in children's non-subject wh-questions: ‘What experimental data can tell us?’. Journal of Child Language, 33(3), 519-557. doi:10.1017/S0305000906007513.


Cite as: http://hdl.handle.net/11858/00-001M-0000-002B-4C5F-3
Abstract
This study investigated different accounts of children's acquisition of non-subject wh-questions. Questions using each of 4 wh-words (what, who, how and why), and 3 auxiliaries (BE, DO and CAN) in 3sg and 3pl form were elicited from 28 children aged 3;6–4;6. Rates of non-inversion error (Who she is hitting?) were found not to differ by wh-word, auxiliary or number alone, but by lexical auxiliary subtype and by wh-word+lexical auxiliary combination. This finding counts against simple rule-based accounts of question acquisition that include no role for the lexical subtype of the auxiliary, and suggests that children may initially acquire wh-word+lexical auxiliary combinations from the input. For DO questions, auxiliary-doubling errors (What does she does like?) were also observed, although previous research has found that such errors are virtually non-existent for positive questions. Possible reasons for this discrepancy are discussed.