English-speaking children's comprehension of relative clauses: Evidence for 
general-cognitive and language-specific constraints on development

Kidd, Evan; Bavin, E. L.

doi:10.1023/A:1021265021141

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English-speaking children's comprehension of relative clauses: Evidence for general-cognitive and language-specific constraints on development

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Kidd, E., & Bavin, E. L. (2002). English-speaking children's comprehension of relative clauses: Evidence for general-cognitive and language-specific constraints on development. Journal of Psycholinguistic Research, 31(6), 599-617. doi:10.1023/A:1021265021141.

Cite as: https://hdl.handle.net/11858/00-001M-0000-002E-22A4-5

Abstract

Children must possess some ability to process input in a meaningful manner to acquire language. The present study reports on data from an experiment investigating 3- to 5-year-old English-speaking children's understanding of restrictive relative clauses manipulated for embeddedness and focus. The results of the study showed that English-speaking children acquire right-branching before center-embedded structures. Comparisons made with data from Portuguese-speaking children suggest general-cognitive and language-specific constraints on development, and with respect to English, a “clause expansion” approach to processing in development