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<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">Last week, I
posted a request for information on children’s understanding/processing of
inflected and derived words, particularly on comparisons between the two. I
received a number of replies, some pointing to classics in the field and others
to new work. They’ve been very useful. Thank you to
all!<o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT
face="Times New Roman"> <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">Contributions are
listed below for any others who are interested in morphological representation
and processing. Any others would still be gratefully
received.</FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT
face="Times New Roman"> <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">From Prof. Dr.
Leonor Scliar-Cabral:<o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><BR><FONT size=3><FONT face="Times New Roman">At the moment
we are focusing on the acquisition of verbal affixation in <BR>Brazilian
Portuguese. We have already coded the %mor line of the 1st stage and Brian
MacWhinney and me are preparing a paper on the subject. I have an extensive
bibliography on the acquisition of verbal morphology of Romance languages. Are
you interested in? <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">Some years ago I
adapted the Berko test into Portuguese. Most part of the papers are in
Portuguese, but I have a few in English.<BR>I am sure that there is a specific
module preserving the verbal affixes (including rules for allomorphic variants),
whenever the language is highly flexional.<BR><SPAN
style="mso-spacerun: yes"> </SPAN><BR>From Isabelle Barriere,
PhD:<o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT
face="Times New Roman"> <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">On top of my
head, it seems to me that Dorit Ravid discusses this issue in her book on Hebrew
acquisition and change and Shanley in her monograph & articles on Inuktitut.
There are also studies that explore this issue wrt to literacy development
in Engl. and other lgs. <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT
face="Times New Roman"> <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">From Linda
Jarmulowicz: <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT face="Times New Roman" size=3>I'm not exactly sure
what you mean by "directly compare inflected and derived words". If you
mean a balanced study looking at elicited productions, I don't know of any.
I think the problem is because these are difficult to balance in terms of
frequency, semantic transparency, and phonological characteristics. There are
certainly developmental differences in when children acquire inflectional and
derivational endings -- you may want to look at anything by Eve Clark or early
work by Bruce Derwing for additional developmental information. There is a lot
of work on derivational morphology, and even inflectional morphology, in
relation to literacy (reading and particularly writing/spelling).<BR><BR>Anglin,
J. M. (1993). Vocabulary development: A morphological analysis. Monographs of
the Society for Research in Child Development, 58(10), 1-166.<BR>Clark, E. V.
(1993). The Lexicon in Acquisition. Cambridge, England: Cambridge University
Press. <BR>Derwing, B. L., and Baker, W. J. (1979). Recent research on the
acquisition of English morphology. In P. Fletcher and M. Garman (Eds.), Language
Acquisition: Studies in First Language Development, 1st Ed. Cambridge, England:
Cambridge University Press.<BR>Emmorey, K. (1989). Auditory morphological
priming in the lexicon. Language and Cognitive Processes, 4(2), 73-92. ** This
study includes both inflected and derived words<BR>Rubin, H., Patterson, P. A.,
and Kantor, M. (1991). Morphological development and writing ability in children
and adults. Language, Speech, and Hearing Services in Schools, 22, 228-235. **
This one includes both inflectional and derivational endings<BR>Nagy, W. E. and
Anderson, R. C. (1984). How many words are there in printed school English.
Reading Research Quarterly, 19, 304-330. ** This one has a little bit of
everything.<BR>Windsor, J. and Hwang, M. (1999a). Derivational suffix
productivity for students with and without language-learning disabilities.
Journal of Speech, Language, and Hearing Research, 42 (1), 220-230.<BR>Windsor,
J. and Hwang, M. (1999b). Children's auditory lexical decisions: A limited
processing capacity account of language impairment. Journal of Speech, Language,
and Hearing Research, 42 (4), 990-1002.<BR><BR>Here are some theoretically
relevant references:<BR><BR>Bybee, J. L. (1985). Morphology: A study of the
relation between meaning and form. Philadelphia, PA: John Benjamins Pub
Co.<BR>** Chapter 4 has an interesting article on the artificiality of the
distinction made between derivational and inflectional processes.<BR><BR>Bybee,
J. (2001). Phonology and Language Use. Cambridge Univ Press.<BR>** Despite it's
title, it deals quite a bit with morphology and lexical representation -- very
connectionist<BR> <BR>My own work is on phonological development of derived
words with stress changing suffixes (which in English are only derivational
suffixes). So, I admit that I haven't spent much time thinking about the
inflectional suffixes much. Anyway, I hope these are useful to you.
Good luck.<BR><BR>From </FONT></SPAN><SPAN lang=EN-US
style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Arial">Gisela Szagun:
</SPAN><SPAN lang=EN-US style="COLOR: black"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT
face="Times New Roman"> <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Arial">I'm not sure whether
this is directly on your topic, but just in case you are interested in languages
other than English also, I sending you the reference of my paper on the
acquisition of German plurals. The process does not fit into the pattern of
regular/irregular. Most inflected languages do not fit into that pattern,
anyway. English is a very special case.<o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Arial"> <o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><FONT size=3><FONT
face="Times New Roman"><SPAN lang=EN-US style="COLOR: black">Szagun, G. (2001).
Learning different regularities: The acquisition of noun plurals by
German-speaking children. <I>First Language</I>, <I>21</I>, 109-141.</SPAN><SPAN
lang=EN-US
style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Arial"><o:p></o:p></SPAN></FONT></FONT></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Arial"> <o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0cm 0cm 0pt"><SPAN lang=EN-US
style="COLOR: black"><FONT size=3><FONT face="Times New Roman">From Alejandra
Auza: <BR> I have been working on Spanish derivational
morphology acquisition for <BR>some years to date. I used a semi-experimental
task for naming derivational <BR>nominals (agentive terms) I have some papers
published in Spanish, with a <BR>functional perspective. The last two years I
have worked with a reaction <BR>time task, to observe dynamic repetition
on-line, of two classes of words: <BR>nominals and adjectives. If you are
interested, please write me.<BR><SPAN
style="mso-spacerun: yes"> </SPAN><BR>From Eve
Clark:<o:p></o:p></FONT></FONT></SPAN></P><SPAN lang=EN-US
style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">I
have published a lot on word-formation (compounding and derivation)<BR>so that
might give you some baselines. I did not, however, make any<BR>comparisons
to inflectional morphology in the same children.<BR>You might also look at work
by Ruth Berman on Hebrew: she did do<BR>some comparisons.<BR>And there are brief
sections in most of the chapters in Slobin's<BR>volumes on Crosslinguistic
Acquisition, so for many different languages.</SPAN></FONT></DIV>
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<DIV><FONT face=Arial size=2>Hélène Deacon, D.Phil. <BR>Assistant
Professor, Department of Psychology<BR>Life Sciences Center, Dalhousie
University<BR>Halifax, Nova Scotia, Canada<BR>B3H 4J1<BR>For couriers, add 1355
Oxford St.</FONT></DIV>
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<DIV><FONT face=Arial size=2>Webpage: <A
href="http://myweb.dal.ca/sdeacon/">http://myweb.dal.ca/sdeacon/</A><BR>Office:
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