Time, tense and aspect

Bronckart, Jean-Paul; Sinclair, H. Colleen

doi:10.1016/0010-0277(72)90032-7

Cited by 235 publications

(172 citation statements)

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“…As has been reported in the child language acquisition literature (e.g., Aksu-Koç, 1988Antinucci & Miller, 1976;Bronckart & Sinclair, 1973;Li & Shirai, 2000;Shirai, 1998;Shirai & Andersen, 1995;see also Tomasello, 2003, pp. 217-224, for a summary), perfective marking is first associated with telic verbs, which include accomplishment verbs, whereas imperfective marking is first associated with atelic verbs.…”

Section: Resultssupporting

confidence: 55%

Aspectual asymmetries in the mental representation of events: Role of lexical and grammatical aspect

et al. 2009

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Section: Resultssupporting

confidence: 55%

Aspectual asymmetries in the mental representation of events: Role of lexical and grammatical aspect

et al. 2009

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“…Thus, the defective tense hypothesis maintains that initial use of tense morphology does not actually involve reference to past, present, or future times at all: Rather, tense encodes aspectual features (see Bronckhart & Sinclair, 1973, for an early expression of this claim). Aspect distinguishes between events not on the basis of the time at which they happen, as tense does, but on the basis of their internal temporal contour (Comrie, 1985).…”

Section: Perspectival Temporal Framework: the Aspect-before-tense Dementioning

confidence: 99%

Memory and Temporal Perspective: The Role of Temporal Frameworks in Memory Development

McCormack

Hoerl

1999

Developmental Review

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An account of the development of temporal understanding is proposed which links such understanding with the development of episodic memory. We distinguish between different ways of representing time in terms of the kinds of temporal frameworks they involve. Distinctions are made between frameworks that are perspectival or nonperspectival and those that represent recurrent sequences or particular times. Even primitive temporal understanding integrates both perspectival and nonperspectival components. However, since early frameworks are event-based and localized, they are not yet sufficient for episodic memory in that they do not enable the child to think of events as having occurred at particular points in time. We describe the emergence of new kinds of frameworks in terms of the development of temporal decentering. Two levels of temporal decentering are distinguished, with the higher level involving an appreciation of how event representations depend on one's temporal perspective.

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“…Más recientemente, sin embargo, ha habido un gran interés en relación a la adquisición de segundas lenguas y también dentro del bilingüismo. Los estudios en algunas lenguas romances (italiano, francés) e incluso inglés como primera lengua (L1) (Antinucci y Miller 1976;Bronckart y Sinclair 1973) apoyan la hipótesis de que el aspecto se adquiere antes que el tiempo, lo que se ha formulado como la hipótesis de la Primacía del Aspecto (Andersen y Shirai 1996). Sin embargo, los resultados del español como L1 (Jacobsen 1986) se diferencian de los arriba mencionados en tanto que el tiempo se adquire antes que el aspecto; ello podría deberse a la metodología seguida en estos trabajos.…”

Section: Introductionunclassified

Adquisición del rasgo [± PERFECTIVO] en español.

Guijarro–Fuentes¹

2005

Pragmalinguistica

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Recibido junio 2005; aceptado septiembre 2005BIBLID [1133-682X (2005) 13; 129-145] Resumen Este estudio investiga la adquisición de la morfología verbal y de las propiedades semánticas del imperfecto e indefinido del español por parte de niños bilingües y por adultos de español como L2. El marco teórico que adoptaremos es el análisis generativista 1999; Giorgi y Pianesi 1997) según el cual el español difiere del inglés en la forma de codificar el Aspecto. Trece niños bilingües español/inglés y 14 niños de inglés/español junto con 9 adultos ingleses de nivel avanzado en español realizaron un test de nivel junto con una tarea de Reconocimiento de Morfología verbal y otra de Gramaticalidad de Decisión Lógica. Según los resultados, ningún participante confunde las formas verbales; aunque sí muestran ciertas dificultades a la hora de identificar las propiedades semánticas de ambos tiempos, las diferencias son entre los tres grupos significativas. Estos resultados reflejan la diferenciación paramétrica del español e inglés y la influencia cros-lingüísti-ca de una lengua sobre otra. AbstractThis study investigates the acquisition of verbal morphology and semantic entailments of the imperfect and preterite in Spanish by bilingual children and L2 adults. The framework adopted for our purposes is the one proposed by the generative grammar 1999;Giorgi y Pianesi 1997) according to it Spanish differs from English in the way of coding Aspect. 13 Spanish/English bilingual children and 14 English/Spanish bilingual children together with 9 advanced English adults of L2 Spanish took a placement test and a Morphological Recognition and a True Value Grammaticality judgement task. According to our results, none of the participants had any problems in recognizing the past verbal morphology; however, they have problems in order to identify the semantic-aspectual interpretation of both verbal forms, being the differences significant. On the one hand, we explain our results as a consequence of the parametric differences between English and Spanish, and, on the other, to the cross-linguistic influence of one language on the other.

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Time, tense and aspect

Cited by 235 publications

References 2 publications

Aspectual asymmetries in the mental representation of events: Role of lexical and grammatical aspect

Aspectual asymmetries in the mental representation of events: Role of lexical and grammatical aspect

Memory and Temporal Perspective: The Role of Temporal Frameworks in Memory Development

Adquisición del rasgo [± PERFECTIVO] en español.

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