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<div>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.</div>
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<div>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.</div>
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<li>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.</li><li>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.</li><li>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.</li></ul>
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<div>On the view I am suggesting, the two types of errors you mention stem from different types of knowledge development.</div>
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<div>Hope that helps,</div>
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<div>John</div>
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<span style="font-weight:bold">From: </span>Aude Laloi <<a href="mailto:a.laloi@uva.nl">a.laloi@uva.nl</a>><br>
<span style="font-weight:bold">Reply-To: </span><<a href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a>><br>
<span style="font-weight:bold">Date: </span>Wed, 24 Apr 2013 09:37:17 +0200<br>
<span style="font-weight:bold">To: </span><<a href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</a>><br>
<span style="font-weight:bold">Subject: </span>tense and clitics in Romance languages<br>
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Dear all<o:p></o:p></div>
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<o:p> </o:p></div>
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I have a question concerning differences in acquisition/accuracy rate between grammatical constructions in (a)typical child learners.<o:p></o:p></div>
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<o:p> </o:p></div>
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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.<o:p></o:p></div>
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Does anyone know whether this discrepancy between tense and object clitics has been observed in (a)typical learners of any other (Romance) languages?<o:p></o:p></div>
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<o:p> </o:p></div>
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I have my own ideas but would like to hear explanations from others as to why this is the case.<o:p></o:p></div>
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<o:p> </o:p></div>
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Thanks a lot for your help!<o:p></o:p></div>
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Aude</div>
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<div><span class="Apple-style-span" style="font-size: small; ">Aude Laloi</span></div>
<div><span class="Apple-style-span" style="font-size: small; ">Amsterdam Center for Language and Communication</span></div>
<div><span class="Apple-style-span" style="font-size: small; ">Universiteit van Amsterdam<br>
<div style="font-size: medium; "><span class="Apple-style-span" style="font-size: small; ">Laboratoire de psychopathologie et processus de santé</span></div>
<div style="font-size: medium; "><span class="Apple-style-span" style="font-size: small; ">Université Paris Descartes</span></div>
<a href="http://home.medewerker.uva.nl/a.laloi/"></a></span></div>
<div><span class="Apple-style-span" style="font-size: small; "><a href="http://home.medewerker.uva.nl/a.laloi/">http://home.medewerker.uva.nl/a.laloi/</a><br>
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