Dear Helen and others,<br><br>In 2010, Charlotte Koster and I edited a special issue of Lingua that addresses cases where production precedes comprehension. See also our introduction to the special issue:<br><br>Hendriks, P. & C. Koster (2010). Production/comprehension
asymmetries in language acquisition. Introduction to a special issue on
asymmetries in language acquisition. <i>Lingua</i> 120(8), 1887-1897.<br><br>The articles in this issue may be of potential relevance to your question.<br><br>Best wishes,<br>--Petra Hendriks<br><br><br><div class="gmail_quote">
2013/2/16 Evan Kidd <span dir="ltr"><<a href="mailto:evan.kidd@anu.edu.au" target="_blank">evan.kidd@anu.edu.au</a>></span><br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
Dear Helen (and all),<div><br></div><div>Maryellen MacDonald's chapter in "The Emergence of Language" tackles these issues:</div><div><br></div><div><span style="font-family:Verdana,Arial,Helvetica;font-size:14px;background-color:rgb(239,239,239)">MacDonald, M. C. (1999). Distributional information in language comprehension, production, and acquisition: Three puzzles and a moral. In B. MacWhinney. (Ed.), </span><i style="font-family:Verdana,Arial,Helvetica;font-size:14px">The Emergence of Language</i><span style="font-family:Verdana,Arial,Helvetica;font-size:14px;background-color:rgb(239,239,239)"> (pp. 177-196). Mahwah, NJ: Erlbaum.</span></div>
<div><br></div><div>BW</div><span class="HOEnZb"><font color="#888888"><div><br></div></font></span><div><span class="HOEnZb"><font color="#888888">Evan </font></span><div><div class="h5"><br><br><span>On 02/17/13, <b>Katherine Demuth </b> <<a href="mailto:kdemuth07@gmail.com" target="_blank">kdemuth07@gmail.com</a>> wrote:</span><blockquote style="border-left:1px solid #00f;padding-left:13px;margin-left:0" type="cite">
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</p><div>Dear William and all - <br>
<br>
We have a paper suggesting a close connection between perception
and production of verbal agreement in 2-year-olds. It therefore
suggests that the gap/time lag between comprehension and
production may not be as big as often assumed. <br>
<br>
<p><span style="font-family:"Times New Roman"">Sundara,
M., Demuth, K., & Kuhl, P. 2011. </span><span style="font-family:"Times New Roman"">Sentence-position
effects on children’s
perception and production of English 3<sup>rd</sup> person
singular <i>–s. Journal of
Speech, Language, and Hearing
Research, </i></span><span>54, 55-71.<u></u><u></u></span></p>
<br>
Katherine<br>
<br>
<br>
On 16/02/13 11:17 PM, William Snyder wrote:<br>
</div>
<blockquote type="cite">
<pre>Dear Helen (et al.)
Karin Stromswold has done some potentially relevant work on the
syntactic abilities (in comprehension) of a child who, during his
pre-school years, was producing only one-word utterances, but who
tested normally on comprehension measures of syntax. What I don't
recall is whether she tested him on RCs....
With best wishes,
William
On Fri, Feb 15, 2013 at 8:50 PM, <a href="mailto:yvnesinep@gmail.com" target="_blank">yvnesinep@gmail.com</a>
<a href="mailto:yvnesinep@gmail.com" target="_blank"><yvnesinep@gmail.com></a> wrote:
</pre>
<blockquote type="cite">
<pre>Dear All,
I am interested in research into how much production is relevant for
language acquisition (e.g. does a child need to actually produce relative
clauses in order to acquire them? Might he have a full representation of RCs
in his grammar, but never have uttered one?). I'm interested in the
relationship of production to acquisition in general with respect to syntax
and morphology.
Is there literature that makes specific claims about this? I welcome
feedback from both theoretical and clinical perspectives.
Any references you can point me toward are greatly appreciated.
Best,
Helen Stickney
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