tense and clitics in Romance languages

Wed Apr 24 20:58:17 UTC 2013

Hello all,
We have extensive unpublished data of object clitics in Spanish, comparing
direct and indirect objects. Once again, tense is not considered in the
analysis. We have found, in monolinguals, that object clitics are not that
late....by 4 years, and even earlier, children use them appropriately. Our
analysis, contrary to others exposed in other mails, is based on cognitive
grammar models.
We do have data on verb tense and its relation to lexical aspect, but in
that data we are not analyzing clitics.
The object data is not published but was presented at IASCL. The tense data
is in Goldstein's 2012 book on Bilingualism.
Donna Jackson-Maldonado

2013/4/24 Isa Barriere <barriere.isa at gmail.com>

> Hi,
>
> I generally agree with John's point: tense marking and the appropriate use
> of object clitics reflect different aspects of the grammar.  You will find
> relevant discussions in the many papers that have contrasted subject and
> object clitics in the acquisition of French by Cornelia Hamman, Celia
> Jacubowicz, Geraldine Legendre, Marie-Therese Lenormand, Joanne Paradis,
> Phaedra Royle and my own on the acquisition of French SE (accessible at
> www.yeled.org/res.asp) in addition to the works cited below by John.
>
> To the best of my knowledge the literature on the acquisition of Spanish
> and Italian also demontrate the realtively late acquisition of object
> clitics, in relation to tense marking- see the many papers by Bottari for
> Italian and on Spanish See the chapter by L.M. Bedore Morphosyntactic
> Development and references cited therein in B.A. Goldstein (2004) Bilingual
> Language Development and  Disorders in Spanish-English Speakers.
>
> Best,
>
> Isabelle Barriere, PhD
>
> On Wed, Apr 24, 2013 at 8:26 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:
>
>>  See "General and specific effects of lexicon in grammar: Determiner and
>> object pronoun omissions in child Spanish" by Pérez-Leroux, Castilla &
>> Brunner in Journal of Speech, Language and Hearing Research.
>>
>> It does not address the development of tense, which is likely to be
>> relatively independent of the lexicon in its development (See Rice, Wexler
>> and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows
>> convincingly that missing objects are attributable to children's developing
>> lexical knowledge (i.e whether a verb is optionally or obligatorily
>> transitive is lexical knowledge of that verb), and not to their syntactic
>> knowledge.
>>
>>
>>    - Pérez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General
>>    and specific effects of lexicon in grammar: Determiner and object pronoun
>>    omissions in child Spanish. Journal of Speech, Language, and Hearing
>>    Research, 55(2), 313-327.
>>    - Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time:
>>    The Longitudinal Course of Tense Acquisition in Children with Specific
>>    Language Impairment. Journal of Speech, Language, and Hearing Research,
>>    41(6), 1412-1431.
>>    - Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality
>>    Judgments of an Extended Optional Infinitive Grammar: Evidence from
>>    English-Speaking Children with Specific Language Impairment. Journal of
>>    Speech, Language, and Hearing Research, 42(4), 943-961.
>>
>> On the view I am suggesting, the two types of errors you mention stem
>> from different types of knowledge development.
>>
>> Hope that helps,
>>
>> John
>>
>>  --
>> John Grinstead
>> Associate Editor
>> --------------------------------------------------
>> Language Acquisition: A Journal of Developmental Linguistics
>> --------------------------------------------------
>> Dept. of Spanish and Portuguese
>> 298 Hagerty Hall - 1775 College Rd.
>> The Ohio State University
>> Columbus, Ohio  43210-1340
>>
>> http://people.cohums.ohio-state.edu/grinstead11/
>> Tel  614.292.8856
>> Fax 614.292.7726
>>
>>
>>  From: Aude Laloi <a.laloi at uva.nl>
>> Reply-To: <info-childes at googlegroups.com>
>> Date: Wed, 24 Apr 2013 09:37:17 +0200
>> To: <info-childes at googlegroups.com>
>> Subject: tense and clitics in Romance languages
>>
>>  Dear all****
>> ** **
>> I have a question concerning differences in acquisition/accuracy
>> rate between grammatical constructions in (a)typical child learners.****
>> ** **
>> In French, children with and without language disorders seem to perform
>> better in terms of accuracy on past tense as opposed to object
>> clitics. However, to my knowledge, the question as to why object ciltics
>> would be more difficult/vulnerable than past tense in French has not been
>> thoroughly addressed.****
>> Does anyone know whether this discrepancy between tense and object
>> clitics has been observed in (a)typical learners of any other (Romance)
>> languages?****
>> ** **
>> I have my own ideas but would like to hear explanations from others as to
>> why this is  the case.****
>> ** **
>> Thanks a lot for your help!****
>> Aude
>>     Aude Laloi
>> Amsterdam Center for Language and Communication
>> Universiteit van Amsterdam
>> Laboratoire de psychopathologie et processus de santé
>> Université Paris Descartes
>> <http://home.medewerker.uva.nl/a.laloi/>
>> http://home.medewerker.uva.nl/a.laloi/
>>
>>
>>
>>
>>
>>
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>>
>
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-- 
Donna Jackson-Maldonado
Facultad de Lenguas y Letras
Universidad Autónoma de Querétaro
México
web: http://www.donnajackson.weebly.com
e-mail: djacksonmal at hotmail.com o djacksonq <djackson at uaq.mx>ro at gmail.com
tel: 52 442 192 1200 ex. 61200
home: 52 442 2180264

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