answers to questions

[Annette Karmiloff-Smith]

A number of people asked me to circulate the answers I got to a series of
questions.  Thanking all those who sent replies.  Here they are:

>>1.  stress and imitation  - The ball vs the BALL
>>
>>Shula Chan has done some things with stress, but not sure if this is her's.
>>And Dollaghan has done some stuff with stress in nonword repetition if this
>>is of any use.
>
>You might try LouAnn Gerken for themstudy of stres
>Try Slobin & Welsh
>>>>
>>>
>>3.  Tags - children added tags to experimenter's sentence
>>Try Roger Brown First Language
>>
>>4.  Study changing active to reported speech
>>no replies on this
>>
>>5.  How much of a word an infant has to hear before identifying the word
>
>>Swingley, D., Pinto, J.P., & Fernald, A. (1999). Continuous processing in
>>>word recognition at 24 months. Cognition, 71, 73-108.
>>
>>Metsala and Walley have used gating to look at spoken word recognition with
>>respect to vocabulary size and neighbourhood issues
>>>
>>>
>>6.  Changing active to passive sentences
>>>
>>I think Van der Lely has done something in SLI children that may be
>>relevant??
>
>>the following studies demonstrate the changing of actives into
>>passives in adults via a sentence recall task:
>>
>>
>>McDonald, J.L., Bock, J.K., & Kelly, M.H. (1993). Word and world
>>order: Semantic, phonological and metrical determinants of serial
>>position. Cognitive Psychology, 25, 188-230.
>>>
>>Bock, J.K. & Warren, R.K. (1985). Conceptual accessibility and>>syntactic
>>structure in sentence formulation. Cognition, 21, 47-67.
>>>
>>In children, the only study I know of which bears on this issue is:
>>>
>>Byrne, B & Davidson, E. (1985). On putting the horse before the
>>cart: Exploring conceptual bases of word order via acquisition of a
>>miniature articificial language. Journal of Memory and Language,
>>24, 377-389.
>>
>>This study is fundamentally similar to those of Bock et al in that it
>>demonstrates in a recall task that animate nouns are preferred for
>>utterance initial position over inanimate nouns but I'm not sure
>>whether the utterances in question were actually full transitive
>>sentences or just phrases. A further experimental study of the
>>production of passives in young children is:
>>
>>Lempert, H. (1989). Animacy constraints on preschool children's
>>acquisition of syntax. Child Development, 60, 237-245.
>>
>>- But I don't think this study involves a recall task (and thus
>>>switching from actives to passives) as such.
>>
>>The following may be relevant:
>>>
>>>S. Pinker, D.S. Lebeaux and L. Frost: Productivity and constraints in the
>>>acquisition of the passive. Cognition, 1987, 26, 195-267
>>>
>>>P.J. Brooks and M. Tomasello: Young children learn to produce passives
>>>with nonce verbs. Developmental Psychology, 1999, 35, 29-44
>>
>>
>>
>>7.  Infancy study with stimuli like cats would/wood jump benches
>>
>>Mandel, D. R., Jusczyk, P. W., & Kemler Nelson, D. G. (1994).  Does
>>>sentential prosody help infants organize and remember speech information?
>>>Cognition, 53, 155-180.
>>>
>>>Mandel, D. R., Kemler Nelson, D. G., & Jusczyk, P. W. (1996).  Infants
>>>remember the order of words in a spoken sentence.  Cognitive Development,
>>>11, 181-196.
>>>
>>>8.  Katherine Nelson's latest authored (not edited) book on meaning:
>
>>Katherine Nelson: Language in Cognitive Development: The Emergence of the
>>Mediated Mind; Cambridge University Press. 1996
>

________________________________________________________________
Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol.
Head, Neurocognitive Development Unit,
Institute of Child Health,
30 Guilford Street,
London WC1N 1EH, U.K.
tel: 0207 905 2754
fax: 0207 242 7717
http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm
________________________________________________________________