Explaining children’s over-use of definites in partitive contexts
Bibliographic Data
| ID | 20342829 |
|---|---|
| Authors | Cécile De Cat (0000-0003-0044-0527, University of Leeds, corresponding author) |
| Year | 2012 |
| Volume | 32 |
| Issue | 1-2 |
| Pages | 137-150 |
| Publication date | 2012-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | First Language (JOURNAL) |
| Journal identifiers | ISSN: 0142-7237 • E-ISSN: 1740-2344 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0142723711403884 |
| OpenAlex | W2135968942 |
| Language | EN |
| Citations received | 1 |
| References cited | 16 |
Partitive contexts are those in which a set of similar individuals has been introduced, and the speaker needs to refer to one of them. If that referent has not yet been individualized in the context, the only adult-like option is to refer to it with an indefinite. But in such contexts, children have been shown to often produce (illicit) definites. In comprehension, if children are made to identify a referent in a partitive context, they do not always interpret correctly the definiteness clues in the input, and tend to interpret definites as if they were indefinite. This article reviews production and comprehension studies in light of new experimental data, and argues that children’s errors in this type of context are due to processing limitations
Cognitive psychology · Comprehension · Context (archaeology) · Definiteness · Linguistics · Pica (typography) · Referent · Set (abstract data type) · Computer Science · History · Language Development and Disorders · Language, Discourse, Communication Strategies · Philosophy · Psychology · Syntax, Semantics, Linguistic Variation
Interface Strategies
The relations between children’s communicative perspective-taking and executive functioning
Information Structure and Sentence Form
Pre-school children's use of the articles in definite and indefinite referring expressions
Information tracking and encoding in early L1
Knowledge and Learning in Natural Language
Knowledge and Learning in Natural Language
Executive function in preschoolers
A discourse-pragmatic explanation for argument representation in child Inuktitut
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2012 - 2012 (1) |
| Citation velocity | historical |
| Highly cited | No |