Maya Hickmann
Dados Biográficos
| ID | 735874 |
|---|---|
| NOME | Maya Hickmann |
| PRENOMES | Maya |
| SOBRENOME | Hickmann |
| ASSINATURA | HICKMANN M |
| AFILIAÇÕES | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-9501-4004 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 34 |
| TOTAL DE CITAÇÕES | 33 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 4 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 3 |
Running or crossing? Children's expression of voluntary motion in English, German, and French
Much research has focused on the expression of voluntary motion (Slobin, 2004; Talmy, 2000). The present study contributes to this body of research by comparing how children (three to ten years) and adults narrated short, animated cartoons in English and German ( satellite-framed languages) vs. French ( verb-framed ). The cartoons showed agents displacing themselves in variable Manners along different Paths (Path saliency and variance were specif…
Children's strategies when reporting appropriate and inappropriate speech events
This study examines the effects of utterance form and appropriateness on how children report conversations. Children between 7 and 9 years were asked to narrate filmed dialogues that contained two types of target utterances: (a) declaratives, interrogatives, or imperatives that were used appropriately as directives; (b) declaratives and interrogatives that were inappropriate from the point of view of information exchange, i.e., that should not ha…
Language and cognition in development
The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings co…
Sources of Variation in First Language Acquisition
Caused motion across child languages
Previous research on motion expression indicates that typological properties influence how speakers select and express information in discourse (Slobin, 2004; Talmy, 2000). The present study further addresses this question by examining the expression of caused motion by adults and children (three to ten years) in French ( Verb-framed ) vs. English and German ( Satellite-framed ). Participants narrated short animated cartoons showing an agent disp…
Diversité des langues et acquisition du langage
La diversité des langues fait l'objet d'un nombre croissant de recherches, qui ont remis à l'ordre du jour d'anciens débats et ouvert de nouvelles perspectives dans l'étude de la relation entre langage et cognition. Cette synthèse propose une revue de questions centrée sur les implications de cette diversité pour l'étude de l'acquisition de la langue maternelle. Elle résume un ensemble de recherches montrant le rôle que jouent certaines propriété…
Contraintes typologiques dans l'acquisition d'une langue étrangère
Cette étude examine l'impact des contraintes typologiques sur l'acquisition d'une langue étrangère afin d'explorer l'hypothèse d'un transfert conceptuel de la L1 dans l'acquisition de la LE. En nous appuyant sur la distinction de Talmy entre les langues-V et les langues-S , nous examinons une situation expérimentale contrôlée, où les apprenants du français ainsi que les locuteurs natifs (russophones et francophones) devaient décrire des animation…
How children express caused motion events in Chinese and English
The expression of caused motion events in Chinese and in English
International audience
Language acquisition across linguistic and cognitive systems
Children's verbalizations of motion events in German
Recent studies in language acquisition have paid much attention to linguistic diversity and have begun to show that language properties may have an impact on how children construct and organize their representations. With respect to motion events, Talmy (2000) has proposed a typological distinction between satellite-framed (S) languages that encode PATH in satellites, leaving the verb root free for the expression of MANNER, and verb-framed (V) la…
Typological constraints on the acquisition of spatial language in French and English
International audience
Space, language, and cognition
In this introductory chapter to the present special issue about “Space, language and cognition: developmental perspectives”, we introduce some of the main questions that are currently debated concerning the relationships between cognitive and linguistic representations in the domain of space. This collection of papers addresses these questions by bringing together contributions from different disciplines, theoretical perspectives, and methodologi…
Motion in first language acquisition
Two experiments compared how French vs. English adults and children (three to seven years) described motion events. Given typological properties (Talmy, 2000) and previous results (Choi & Bowerman, 1991; Hickmann, 2003; Slobin, 2003), the main prediction was that Manner should be more salient and therefore more frequently combined with Path (MP) in English than in French, particularly with four types of ‘target’ events, as compared to manner-orie…
Learning to talk and gesture about motion in French
This study explores how French adults and children aged four and six years talk and gesture about voluntary motion, examining (1) how they encode path and manner in speech, (2) how they encode this information in accompanying gestures; and (3) whether gestures are co-expressive with speech or express other information. When path and manner are equally relevant, children's and adults' speech and gestures both focus on path, rather than on manner. …
Space in Languages
Space is presently the focus of much research and debate across disciplines, including linguistics, anthropology, psychology, and philosophy. One strong feature of this collection is to bring together theoretical and empirical contributions from these varied scientific traditions, with the collective aim of addressing fundamental questions at the forefront of the current literature: the nature of space in language, the linguistic relativity of sp…
Space in Languages
Static and dynamic location in French and in English
Available research (Bowerman & Choi, 2003; Slobin, 1996) shows crosslinguistic differences in how children talk about space, suggesting the impact of languagespecific factors on language acquisition. This study compares the productions of French children aged 3, 4 and 5 years (N = 60) with those of French and English adults (N = 40) in two tasks that required them to locate objects and to describe object displacements. French adults frequently re…
To Leap or Not to Leap from Language into the Mind
Invariants et variabilités dans les sciences cognitives
« Comme toutes les sciences, les sciences cognitives sont confrontées à la variabilité des phénomènes qu'elles étudient, et cherchent à dégager de cette variabilité un ensemble de régularités, d'invariants, sur lesquels ancrer les connaissances. Cette quête d'invariance implique des choix quant aux formes de variabilité à prendre en considération. Certaines, jugées pertinentes pour l'objet d'étude, sont utilisées ou manipulées pour en extraire de…
Linguistic relativity and linguistic determinism
J. J. Gumperz and S. C. Levinson, editors: Rethinking Linguistic Relativity. Studies in the Social and Cultural Foundations of Language 17. Cambridge: Cambridge University Press, 1996
Cohesion and anaphora in children's narratives
The aim of this study is to determine universal vs. language-specific aspects of children's ability to organize cohesive anaphoric relations in discourse. Analyses examine narratives produced on the basis of two picture sequences by subjects of four ages (preschoolers, seven-year-olds, ten-year-olds, adults) in four languages: English ( n = 80), German ( n = 40), French ( n = 40), and Mandarin Chinese ( n = 40). Particular attention is placed on …
Form, function, and context in narrative development
The marking of new information in children's narratives
This study examines children's uses of nominal determiners (‘local markings’) and utterance structure (‘global markings’) to introduce new referents. Two narratives were elicited from preschoolers, seven-year-olds, ten-year-olds, and adults in English ( N = 80), French ( N = 40), German ( N = 40), and Chinese ( N = 40). Given typological differences (e.g. richness of morphology), these languages rely differentially on local vs. global devices to …
Cohesive anaphoric relations in French children's narratives as a function of mutual knowledge
This study examines how French children of 6, 9, and 11 years use referring expressions for reference maintenance in narratives elicited in two situations: children and their interlocutor were looking at a picture book together (mutual knowledge) or the inter locutor was blindfolded (no mutual knowledge). Local coreference has a strong impact on the selection of pronouns (coreferential) vs. nominals (non-coreferential) at all ages and in both sit…
How children express caused motion events in Chinese and English
The expression of caused motion events in Chinese and in English
International audience
Typological constraints on the acquisition of spatial language in French and English
International audience
Clause-structure variation in Chinese narrative discourse
Children's verbalizations of motion events in German
Recent studies in language acquisition have paid much attention to linguistic diversity and have begun to show that language properties may have an impact on how children construct and organize their representations. With respect to motion events, Talmy (2000) has proposed a typological distinction between satellite-framed (S) languages that encode PATH in satellites, leaving the verb root free for the expression of MANNER, and verb-framed (V) la…
The effects of narrative context on French verbal inflections
Diversité des langues et acquisition du langage
La diversité des langues fait l'objet d'un nombre croissant de recherches, qui ont remis à l'ordre du jour d'anciens débats et ouvert de nouvelles perspectives dans l'étude de la relation entre langage et cognition. Cette synthèse propose une revue de questions centrée sur les implications de cette diversité pour l'étude de l'acquisition de la langue maternelle. Elle résume un ensemble de recherches montrant le rôle que jouent certaines propriété…
Contraintes typologiques dans l'acquisition d'une langue étrangère
Cette étude examine l'impact des contraintes typologiques sur l'acquisition d'une langue étrangère afin d'explorer l'hypothèse d'un transfert conceptuel de la L1 dans l'acquisition de la LE. En nous appuyant sur la distinction de Talmy entre les langues-V et les langues-S , nous examinons une situation expérimentale contrôlée, où les apprenants du français ainsi que les locuteurs natifs (russophones et francophones) devaient décrire des animation…
Linguistic relativity and linguistic determinism
J. J. Gumperz and S. C. Levinson, editors: Rethinking Linguistic Relativity. Studies in the Social and Cultural Foundations of Language 17. Cambridge: Cambridge University Press, 1996
How do children report conversations
Social and Functional Approaches to Language and Thought
Clause-structure variation in Chinese narrative discourse
The Acquisition of Narratives
Epistemic modality in French children's discourse
This study focuses on the development of epistemic modality, with particular attention to how French children evaluate the conditions of use for modal expressions marking certainty and uncertainty. Sixty children aged four, six and eight were shown films involving verbal interactions in which a target speaker accused another of having performed a deed. The analysis examine children's responses during a subsequent interview in which they were aske…
French children's ability to introduce referents in narratives as a function of mutual knowledge
This study examines referent introductions in narratives produced by French children of 6, 9, and 11 years in two situations where they either could or could not assume mutual knowledge. In one situation (MK) the children and their interlocutor were looking at a picture book together; in the other (NMK) the interlocutor was blindfolded. Children in all age groups used more indefinite determiners in Situation NMK than in MK. However, some clear de…
Pragmatics and metapragmatics in the development of epistemic modality
This study examines children's knowledge of the rules of use for epistemic modal devices. French children of 5, 7 and 9 years saw filmed dialogues that contained a target accusation, the appropriateness of which depended on whether the speaker witnessed the relevant facts, used a modal verb (croire 'think'), and accused the correct agent. Children narrated these films, then answered questions about them. Their reports of the targets show that, al…
Children's ability to restore the referential cohesion of stories
Children's ability to restore discourse cohesion was examined in three experiments. Children of 5, 7 and 10 years heard stories containing referring expressions that constituted inappropriate first or subsequent mentions of referents from the point of view of story cohesion. They were asked to retell these stories (Experiment I), to repeat verbatim some clauses extracted from them on line (Experiment II), as well as to actively detect and judge a…
The effects of narrative context on French verbal inflections
Cohesive anaphoric relations in French children's narratives as a function of mutual knowledge
This study examines how French children of 6, 9, and 11 years use referring expressions for reference maintenance in narratives elicited in two situations: children and their interlocutor were looking at a picture book together (mutual knowledge) or the inter locutor was blindfolded (no mutual knowledge). Local coreference has a strong impact on the selection of pronouns (coreferential) vs. nominals (non-coreferential) at all ages and in both sit…
The marking of new information in children's narratives
This study examines children's uses of nominal determiners (‘local markings’) and utterance structure (‘global markings’) to introduce new referents. Two narratives were elicited from preschoolers, seven-year-olds, ten-year-olds, and adults in English ( N = 80), French ( N = 40), German ( N = 40), and Chinese ( N = 40). Given typological differences (e.g. richness of morphology), these languages rely differentially on local vs. global devices to …
Form, function, and context in narrative development
Cohesion and anaphora in children's narratives
The aim of this study is to determine universal vs. language-specific aspects of children's ability to organize cohesive anaphoric relations in discourse. Analyses examine narratives produced on the basis of two picture sequences by subjects of four ages (preschoolers, seven-year-olds, ten-year-olds, adults) in four languages: English ( n = 80), German ( n = 40), French ( n = 40), and Mandarin Chinese ( n = 40). Particular attention is placed on …
Linguistic relativity and linguistic determinism
J. J. Gumperz and S. C. Levinson, editors: Rethinking Linguistic Relativity. Studies in the Social and Cultural Foundations of Language 17. Cambridge: Cambridge University Press, 1996
Invariants et variabilités dans les sciences cognitives
« Comme toutes les sciences, les sciences cognitives sont confrontées à la variabilité des phénomènes qu'elles étudient, et cherchent à dégager de cette variabilité un ensemble de régularités, d'invariants, sur lesquels ancrer les connaissances. Cette quête d'invariance implique des choix quant aux formes de variabilité à prendre en considération. Certaines, jugées pertinentes pour l'objet d'étude, sont utilisées ou manipulées pour en extraire de…
To Leap or Not to Leap from Language into the Mind
Space in Languages
Space is presently the focus of much research and debate across disciplines, including linguistics, anthropology, psychology, and philosophy. One strong feature of this collection is to bring together theoretical and empirical contributions from these varied scientific traditions, with the collective aim of addressing fundamental questions at the forefront of the current literature: the nature of space in language, the linguistic relativity of sp…
Space in Languages
Static and dynamic location in French and in English
Available research (Bowerman & Choi, 2003; Slobin, 1996) shows crosslinguistic differences in how children talk about space, suggesting the impact of languagespecific factors on language acquisition. This study compares the productions of French children aged 3, 4 and 5 years (N = 60) with those of French and English adults (N = 40) in two tasks that required them to locate objects and to describe object displacements. French adults frequently re…
Learning to talk and gesture about motion in French
This study explores how French adults and children aged four and six years talk and gesture about voluntary motion, examining (1) how they encode path and manner in speech, (2) how they encode this information in accompanying gestures; and (3) whether gestures are co-expressive with speech or express other information. When path and manner are equally relevant, children's and adults' speech and gestures both focus on path, rather than on manner. …
Motion in first language acquisition
Two experiments compared how French vs. English adults and children (three to seven years) described motion events. Given typological properties (Talmy, 2000) and previous results (Choi & Bowerman, 1991; Hickmann, 2003; Slobin, 2003), the main prediction was that Manner should be more salient and therefore more frequently combined with Path (MP) in English than in French, particularly with four types of ‘target’ events, as compared to manner-orie…
Language acquisition across linguistic and cognitive systems
Children's verbalizations of motion events in German
Recent studies in language acquisition have paid much attention to linguistic diversity and have begun to show that language properties may have an impact on how children construct and organize their representations. With respect to motion events, Talmy (2000) has proposed a typological distinction between satellite-framed (S) languages that encode PATH in satellites, leaving the verb root free for the expression of MANNER, and verb-framed (V) la…
Typological constraints on the acquisition of spatial language in French and English
International audience
Space, language, and cognition
In this introductory chapter to the present special issue about “Space, language and cognition: developmental perspectives”, we introduce some of the main questions that are currently debated concerning the relationships between cognitive and linguistic representations in the domain of space. This collection of papers addresses these questions by bringing together contributions from different disciplines, theoretical perspectives, and methodologi…
Psychology (27 obras) · Linguistics (26 obras) · Computer Science (20 obras) · Philosophy (16 obras) · Language, Metaphor, and Cognition (15 obras) · Categorization, perception, and language (14 obras) · Artificial Intelligence (12 obras) · Language Development and Disorders (12 obras) · Cognition (10 obras) · Language, Discourse, Communication Strategies (9 obras)