Victoria Mateus
Biographic Data
| ID | 3531217 |
|---|---|
| NAME | Victoria Mateus |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Mateus |
| SIGNATURE | MATEUS V |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0002-3170-4444 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Number, shape, and intervention effects in child Mandarin passives
Children’s difficulties with long-distance dependencies have been ascribed to intervention effects that arise from moving a noun phrase (NP) argument over another. This study investigates intervention effects in the comprehension of bèi-passives by Mandarin-speaking children. Some syntactic evidence suggests that short bèi-passives do not have a syntactically projected external argument (unlike long bèi-passives) and also cannot be interpreted as…
Featural Relativized Minimality in silence
This paper investigates the acquisition of elliptical indirect wh-questions, i.e. sluicing, by Italian preschool children. The goal is to determine whether the locality principle of featural Relativized Minimality (Rizzi 2013, 2018) applies independently of lexicalization, thereby constraining children’s comprehension of sluicing according to the featural distinctness hierarchy (Rizzi 2018). Adopting Merchant’s (2001) structural approach to ellip…
On the Representation of Implicit Arguments in Child Grammar
In this paper, we investigate whether Mandarin short passives contain an implicit external argument (EA; such as an agent or experiencer). Syntactic tests yield inconclusive results in Mandarin. We employ intervention effects as a diagnostic tool and demonstrate that, unlike English, Mandarin short passives do not syntactically project an implicit EA. Our findings are based on spontaneous language data from the CHILDES corpora, encompassing 1182 …
Learning unaccusativity
We examine four features of unaccusativity in child-directed and child Spanish to determine what cues children might use to distinguish unaccusative and unergative verbs. Two are cross-linguistic lexico-semantic features: Subjects of unaccusatives are patients so we expect more inanimate subjects with unaccusatives; and unaccusatives tend to have an endpoint, hence may occur more frequently with perfective aspect. The other two are language-speci…
Spanish input accelerates bilingual infants' segmentation of English words
We asked whether increased exposure to iambs, two-syllable words with stress on the second syllable (e.g., guitar), by way of another language - Spanish - facilitates English learning infants' segmentation of iambs. Spanish has twice as many iambic words (40%) compared to English (20%). Using the Headturn Preference Procedure we tested bilingual Spanish and English learning 8-month-olds' ability to segment English iambs. Monolingual English learn…
Structural intervention effects in the acquisition of sluicing
Experimental studies show that children have greater difficulty with wh-extraction from object position than subject position, arguably an intervention effect (e.g., Relativized Minimality). In this study we provide additional evidence of a S/O asymmetry in A’-dependencies from a novel source—sluicing. The results of our first comprehension study show that English-speaking 3–6-year-olds obey the “identity condition” on sluicing—that is, they disa…
A Multilab Study of Bilingual Infants
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants' IDS preference. As part of the …
A multi-lab study of bilingual infants
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants’ IDS preference. As part of the …
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
The clitic binding restriction revisited
In some Romance languages, including French and Spanish, there is an interesting asymmetry concerning the behavior of isolated clitics and clitic clusters with respect to coreference. In the French example
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The clitic binding restriction revisited
In some Romance languages, including French and Spanish, there is an interesting asymmetry concerning the behavior of isolated clitics and clitic clusters with respect to coreference. In the French example
A multi-lab study of bilingual infants
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants’ IDS preference. As part of the …
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Structural intervention effects in the acquisition of sluicing
Experimental studies show that children have greater difficulty with wh-extraction from object position than subject position, arguably an intervention effect (e.g., Relativized Minimality). In this study we provide additional evidence of a S/O asymmetry in A’-dependencies from a novel source—sluicing. The results of our first comprehension study show that English-speaking 3–6-year-olds obey the “identity condition” on sluicing—that is, they disa…
A Multilab Study of Bilingual Infants
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants' IDS preference. As part of the …
Spanish input accelerates bilingual infants' segmentation of English words
We asked whether increased exposure to iambs, two-syllable words with stress on the second syllable (e.g., guitar), by way of another language - Spanish - facilitates English learning infants' segmentation of iambs. Spanish has twice as many iambic words (40%) compared to English (20%). Using the Headturn Preference Procedure we tested bilingual Spanish and English learning 8-month-olds' ability to segment English iambs. Monolingual English learn…
Learning unaccusativity
We examine four features of unaccusativity in child-directed and child Spanish to determine what cues children might use to distinguish unaccusative and unergative verbs. Two are cross-linguistic lexico-semantic features: Subjects of unaccusatives are patients so we expect more inanimate subjects with unaccusatives; and unaccusatives tend to have an endpoint, hence may occur more frequently with perfective aspect. The other two are language-speci…
On the Representation of Implicit Arguments in Child Grammar
In this paper, we investigate whether Mandarin short passives contain an implicit external argument (EA; such as an agent or experiencer). Syntactic tests yield inconclusive results in Mandarin. We employ intervention effects as a diagnostic tool and demonstrate that, unlike English, Mandarin short passives do not syntactically project an implicit EA. Our findings are based on spontaneous language data from the CHILDES corpora, encompassing 1182 …
Number, shape, and intervention effects in child Mandarin passives
Children’s difficulties with long-distance dependencies have been ascribed to intervention effects that arise from moving a noun phrase (NP) argument over another. This study investigates intervention effects in the comprehension of bèi-passives by Mandarin-speaking children. Some syntactic evidence suggests that short bèi-passives do not have a syntactically projected external argument (unlike long bèi-passives) and also cannot be interpreted as…
Featural Relativized Minimality in silence
This paper investigates the acquisition of elliptical indirect wh-questions, i.e. sluicing, by Italian preschool children. The goal is to determine whether the locality principle of featural Relativized Minimality (Rizzi 2013, 2018) applies independently of lexicalization, thereby constraining children’s comprehension of sluicing according to the featural distinctness hierarchy (Rizzi 2018). Adopting Merchant’s (2001) structural approach to ellip…
Language Development and Disorders (7 works) · Linguistics (7 works) · Psychology (7 works) · Phonetics and Phonology Research (5 works) · Reading and Literacy Development (5 works) · Developmental psychology (4 works) · Philosophy (4 works) · Preference (4 works) · Artificial Intelligence (3 works) · Computer Science (3 works)