<div dir="ltr"><div>Flavia-<br></div><div><br>There's also my dissertation (and associated papers), which investigated the acquisition of novel verbs describing causative events in transitive and unaccusative frames. The dissertation is accessible here:<br>
<a href="http://www.sas.upenn.edu/~bungerac/Publications_files/Bunger%202006.pdf">http://www.sas.upenn.edu/~bungerac/Publications_files/Bunger%202006.pdf</a><br><br></div><div>And here's a brief summary published in Language Acquisition:<br>
<a href="http://www.sas.upenn.edu/~bungerac/Publications_files/Bunger%202008%20%28LA%29.pdf">http://www.sas.upenn.edu/~bungerac/Publications_files/Bunger%202008%20%28LA%29.pdf</a><br></div><div><br></div>This paper from the BUCLD conference proceedings describes an early version of the study that includes a condition in which novel verbs were presented in both frames of the causative alternation in the same trial:<br>
<a href="http://www.sas.upenn.edu/~bungerac/Publications_files/Bunger%20%26%20Lidz%202004.pdf">http://www.sas.upenn.edu/~bungerac/Publications_files/Bunger%20%26%20Lidz%202004.pdf</a><br></div><div class="gmail_extra"><br>
<br><div class="gmail_quote">On Thu, Jul 11, 2013 at 11:23 AM, Isa Barriere <span dir="ltr"><<a href="mailto:barriere.isa@gmail.com" target="_blank">barriere.isa@gmail.com</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div dir="ltr">Hi,<div><br></div><div>I have written a book chapter on the acquisition of anticausatives/neuter by French speaking children accessible at: </div><div><a href="http://www.yeled.org/ArticleFiles/acquisitionofsyntaxin%20romance%20languages2006.pdf" target="_blank">http://www.yeled.org/ArticleFiles/acquisitionofsyntaxin%20romance%20languages2006.pdf</a><br>
</div><div><br></div><div>A full monograph on this is in progress.</div><div><br></div><div>Best, </div><div>Isabelle Barriere, PhD</div></div><div><div class="h5"><div class="gmail_extra"><br><br><div class="gmail_quote">
On Thu, Jul 11, 2013 at 9:14 AM, Pine, Julian <span dir="ltr"><<a href="mailto:Julian.Pine@liverpool.ac.uk" target="_blank">Julian.Pine@liverpool.ac.uk</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div style="word-wrap:break-word">
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:200%">Hi Flavia,</span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:200%">Not sure whether these are the kind of studies you had in mind, but they all focus on the causative:</span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:200%"><br>
</span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:200%">Ambridge, B., Pine, J. M., & Rowland, C. F. (2011). Children use verb semantics to retreat from overgeneralization errors: A novel verb grammaticality judgment study.
<i>Cognitive Linguistics, 22</i>(2), 303-323. <u></u><u></u></span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:32px">Ambridge, B., Pine, J. M., Rowland, C. F., & Young, C. R. (2008). The effect of verb semantic class and verb frequency (entrenchment) on children's an adults' graded judgements of argument-structure
overgeneralization errors. <i>Cognition, 106</i>(1), 87-129. </span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:32px"><span style="line-height:200%">Naigles</span><span style="line-height:200%">, L. G., <span>Fowler</span>, A., & <span>Helm</span>,
A. (1992). Developmental Shifts in the Construction of Verb Meanings. <i>
Cognitive Development, 7</i>, 403-427.</span></span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt;line-height:200%">
<span style="line-height:32px">Naigles, L. R., and Lehrer, N. (2002). Language-general and language-specific influences on children’s acquisition of argument structure: a comparison of French and English.
<i>Journal of Child Langauge</i>, 29, 545-566.</span></div>
<div style="margin-top:0cm;margin-right:0cm;margin-left:36pt;margin-bottom:0.0001pt">
<span style="font-size:16px;line-height:32px"><br>
</span></div>
<div>
<div style="word-wrap:break-word">
<div>Regards,</div>
<div><br>
</div>
<div><br>
</div>
<div>Julian</div>
<div><br>
</div>
<div>Professor Julian Pine<br>
Director of Research Postgraduate Studies<br>
Institute of Psychology Health and Society<br>
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University of Liverpool<br>
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<div><br>
<br>
On 10 Jul 2013, at 21:16, Flavia Adani wrote:</div></div></div>
</div>
</div><div><div>
<div><br>
<blockquote type="cite">
<div>Dear all,<br>
is anyone aware of experimental studies with children on the comprehension of verbs which present the causative alternation?<br>
Many thanks in advance,<br>
Flavia Adani<br>
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