Children's Awareness of Semantic Constraints in Sentences

James, Sharon L.; Miller, Jon F.

doi:10.1111/j.1467-8624.1973.tb02115.x

Cited by 13 publications

(17 citation statements)

References 7 publications

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“…Perhaps the most striking result was the fact that performance with the anomalous sentences was already virtually perfect by the first grade. This is consistent with the results of James and Miller (1973), who found that children as young as 4-8 can detect anomalous word combinations in sentences. More interesting, perhaps, was the lower error rate for high-PF than for low-PF sentences at the youngest age level.…”

Section: Discussionsupporting

confidence: 92%

Children's Ability to Detect Semantic Contradictions

Glass¹,

Holyoak²,

Kossan³

1977

Child Development

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Section: Discussionsupporting

confidence: 92%

Children's Ability to Detect Semantic Contradictions

Glass¹,

Holyoak²,

Kossan³

1977

Child Development

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“…Tasks in these investigations require the children to make judgments about isolated sentences structured to violate specific linguistic rules. These data indicate that by four years of age, children can accurately judge sentences that present violations of meaning but are less successful on syntactic acceptability judgments (Gleitman, Gleitman, & Shipley, 1972;James & Miller, 1973;deVilliers & deVilliers, 1974;Bohannon, 1975;Leonard, Bolders, & Curtis, 1977;Hakes, 1980). Variations in acceptability judgments across types of sentence violations were also found in investigations of sentence acceptability judgments by elementary school-aged, language-disordered children (Liles, Schulman, & Bartlett, 1977;Kahmi & Koenig, 1985).…”

Section: Sentence Acceptability Judgmentsmentioning

confidence: 80%

Departures in the spoken narratives of normal and language-disordered children

Liles¹,

Purcell²

1987

Applied Psycholinguistics

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The spoken narratives of 38 normal and language-disordered children (CA 7;6–10;6) were analyzed by describing their departures from the original text during recall. The narrative texts were presented to an adult listener following each child's viewing of a 35-minute film. The following departure types were compared across groups: (a) acceptable departures from the original text meaning, (b) unacceptable departures from the original text meaning, (c) grammatical departures (i.e., agrammatical utterances), (d) exact repetitions of words or phrases, (e) unacceptable departures from the text's meaning correctly repaired, (f) unacceptable departures from the text meaning incorrectly repaired, (g) departures from text meaning left unrepaired, and (h) repaired grammatical departures. Results indicated that both groups used a higher rate of acceptable departures from the original text meaning than any other departure type, with the normal children producing a higher rate of acceptable departures and a lower rate of unacceptable grammatical departures. Both groups repaired fewer unacceptable grammatical departures than unacceptable departures from text meaning. The groups did not differ in their tendency to ignore grammatical departures. Implications for language processing in narrative discourse are discussed.

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“…Metalinguistic ability A classic means of assessing metalinguistic awareness in preschool and early elementary-school monolingual children has been to ask them to note errors in constructions and to correct them. Most experiments have tested children's ability to note errors that render constructions inconsistent with world knowledge (such as "ride the picture") (de Villiers & de Villiers, 1972;Hakes, 1980;Howe & Hillman, 1973;James & Miller, 1973). Only a few studies have examined children's ability to note errors in constructions that have a plausible interpretation and where the error is more formal in kind (such as "Girl is swimming") (Beilin, 1975;Gleitman, Gleitman, & Shipley, 1972;Ryan & Ledger, 1979, in monolingual children;Galambos & Goldin-Meadow, 1983, in bilingual children).…”

Section: Materials and Proceduresmentioning

confidence: 99%

Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children

Galambos

Hakuta

1988

Applied Psycholinguistics

121

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The relationship between bilingualism and metalinguistic awareness was explored in Puerto Rican Spanish- and English-speaking children. All subjects were from low-income backgrounds and were enrolled in a transitional bilingual education program in the United States. Two longitudinal studies were conducted. The first study examined the abilities to note and correct ungrammatical sentences in Spanish. Subjects were 104 children in first and second grade at the beginning of the study. They were followed over a period of 2 years. The second study looked at the ability to detect ambiguity in sentences, and to paraphrase the different meanings. There were 107 subjects who were in fourth and fifth grades, and were also followed over a 2-year period. The results from both studies indicated that native language proficiency as well as the degree of bilingualism affected metalinguistic awareness. The results also indicated that these effects interacted with the types of items in the metalinguistic tasks. This suggests that both subject-specific and task-specific factors are important in understanding the relationship between bilingualism and metalinguistic awareness.

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Children's Awareness of Semantic Constraints in Sentences

Cited by 13 publications

References 7 publications

Children's Ability to Detect Semantic Contradictions

Children's Ability to Detect Semantic Contradictions

Departures in the spoken narratives of normal and language-disordered children

Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children

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