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<DIV><FONT face=Arial size=2>Dear collegues,</FONT></DIV>
<DIV><FONT face=Arial size=2>Here is a summary of replies that I recieved from
you to my following question.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px">
<DIV><FONT face=Arial><FONT size=2>A small experiment that we have done
recently with Serbian preschool children has given some reasons to
believe that acquisition of verbs PITAJ and RECI (meaning ASK and TELL)
in Serbian is pretty easier and taking place several years before then
in English, having in mind what was shown in the classic Caroll
Chomsky's: <EM>The Acquistion of Syntax in Children's Language from 5 to
10.</EM></FONT></FONT></DIV>
<DIV><FONT face=Arial size=2>Could anyone kindly direct
me to new studies of acquistion of these verbs? Any language, any
methodology and corpora retrieval data would be appreciated very
much.</FONT></DIV></BLOCKQUOTE>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Lise Menn wrote that there are a lot of pragmatic
artifacts in the pioneering Chomsky studies. </FONT></DIV>
<DIV><FONT face=Arial size=2>Actually our colegues and I had the same thought
and that's why we conducted the experiment I mentioned above. </FONT></DIV>
<DIV><FONT face=Arial size=2>L. Menn also recommended the following
references:</FONT></DIV>
<DIV><FONT face=Arial size=2>Tanz, C. (1980). Studies in the acquisition of
deictic terms. Cambridge: Cambridge University Press.<BR>or her article<BR>Tanz,
C. (1983). Asking children to ask: an experimental investigation of the
pragmatics of relayed questions. Journal of Child Language, 10,
187-194.<BR></FONT></DIV>
<DIV><FONT face=Arial><?/fontfamily><FONT size=2></FONT></FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Kristen Syrett suggests that opting for acting-out
and production methodology has a significant effect, which was
shown in a recent work (Syrett and Lidz 2004). K.S.: "We ran 4-year
olds in a Truth Value Judgment Task looking at a special type of ellipsis
construction. We used subject and object control structures with the verbs
want, need, ask, and invite. Children did just fine with these in this
comprehension/judgment methodology." </FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Barbara Lust suggested: </FONT></DIV>
<DIV><FONT face=Arial size=2>Cohen Sherman, Janet and Lust, B. 1993. Children
are in control. Cognition. 46, pp 1-51. </FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>
<DIV>I thank you all for taking time to reply.</FONT><FONT face=Arial
size=2> I appreciate your kind efforts.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Darinka Andjelkovic</FONT></DIV></DIV>
<DIV><FONT face=Arial size=2><A
href="mailto:dandjelk@f.bg.ac.yu">dandjelk@f.bg.ac.yu</A></FONT></DIV>
<DIV><FONT face=Arial size=2>Laboratory of Experimental Psychology</FONT></DIV>
<DIV><FONT face=Arial size=2>Faculty of Philosophy</FONT></DIV>
<DIV><FONT face=Arial size=2>University of Belgrade</FONT></DIV>
<DIV><FONT face=Arial size=2>Serbia and Montengro</FONT><BR><FONT face=Arial
size=2> </FONT></DIV></BODY></HTML>