Replies to request for information on Connectives
sdevitt at tcd.ie
sdevitt at tcd.ie
Tue Apr 25 16:49:37 UTC 2000
Dear colleagues,
I got a very good response to my request for information on connectives. I
have compiled the information in bibliographic form below and send it also
as an rtf attachment.
It has been very helpful to our group. I hope it is helpful to others too.
Thank you very much to all who took the trouble to reply. It is great to
know that such support and generosity is out there!
Sean Devitt
References from CHILDES on Connectives April 2000
Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex
sentences: acquisition of syntactic connectives and the semantic relations
they encode. Child Language 7, 235-261.
Brown, A. L. & French, L. A. (1976). Construction and regeneration of
logical sequences using causes or consequences as the point of departure.
Child Development, 47, 930-940.
Carni, E. & French, L.A. (1984). The acquisition of before and after
reconsidered: What develops? Journal of Experimental Child Psychology, 37,
394-403.
Clark, E. V. (1970). How young children describe events in time. In G. B.
Flores d'Arcais & W. J. M. Levelt (Eds.), Advances in psycholinguistics
(pp. 275-284). Amsterdam: North-Holland Publishing Co.
Clark, E. V. (1971) On the acquisition of the meaning of before and
after. Journal of Verbal Learning & Verbal Behavior 10, 266-275.
Clark, E. V. (1973) How children describe time and order. In C. A.
Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp.
585-606). New York: Holt, Rinehart & Winston..
French, L. A. & Brown, A. L. (1977). Comprehension of "before" and "after"
in logical and arbitrary sequences. Journal of Child Language, 4, 247-256.
French, L.A. (1981). When does when mean more than when? A comment on
Cairns and Hsu's stage model for replies to when-questions. Journal of
Child Language, 8, 471-475.
French, L.A. (1985). Children's acquisition and understanding of
relational terms. In S.A. Kuczaj & M.D. Barrett (Eds.). Development of
Word Meaning (pp. 303 - 338). New York: Springer-Verlag.
French, L.A. (1986). The language of events. In K. Nelson, et al. Event
Knowledge: Structure and Function in Development (pp. 119 - 136).
Hillsdale, NJ: Erlbaum.
French, L.A. (1988). The Development of Children's Understanding of
"Because" and "So." Journal of Experimental Child Psychology, 45, 262-279.
French, L.A. & Nelson, K. (1982). Taking away the supportive context:
Preschoolers talk about the "Then and There." The Quarterly Newsletter of
the Laboratory of Comparative Human Cognition, 4(1), 1-6.
French, L.A. & Nelson, K. (1983). More talk about then and there. The
Quarterly Newsletter of the Laboratory of Comparative Human Cognition,
5(1), 25-27.
French, L.A. & Nelson, K. (1985). Young children's knowledge of relational
terms: some ifs, ors, and buts. New York: Springer-Verlag.
French, L.A. (1986). Acquiring and using words to express logical
relationships. In S.A. Kuczaj, II & M.D. Barrett (eds), The development of
word meaning (pp. 303-338). New York: Springer-Verlag.
French, L.A. (1989) Young children's responses to "when" questions: Issues
of directionality. Child Development, 60, 225-236.
Golding, J. M., Millis, K. M., Hauselt, J. & Sego, S. A. (1995). The effect
of connectives and causal relatedness on text comprehension. In R.F.
Lorch, Jr. & E.J. O'Brien (eds), Sources of coherence in reading (pp.
127-143). Hillsdale, NJ: L. Erlbaum Associates.
Haberlandt, K. (1982). Reader expectations in text comprehension. In J.F.
Le Ny & W. Kintsch (eds), Language and comprehension (pp. 239-249).
Amsterdam: North-Holland.
Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London:
Longmans Group.
Hemphill, L., Feldman, H., Camp, L., Griffin, T., Miranda, E., & Wolf, D.
(1994). Developmental changes in narrative and non-narrative discourse in
children with and without brain injury. Journal of Communication
Disorders, 27, 107-133.
Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an
index of communicative competence. Applied Psycholinguistics, 12, 263-279.
Hudson, J.A. & L.R. Shapiro, (1991). From knowing to telling: the
development of children's scripts, stories, and personal narratives. In A.
McCabe & C. Peterson (eds), Developing narrative structure (pp. 89-136).
Hillsdale, NJ: L. Erlbaum Associates.
Irwin, J.W. (1980). The effects of linguistic cohesion on prose
comprehension. Journal of Reading Behavior 12, 325-332.
Kail, M. & Weissenborn, J. (1984) A developmental cross-linguistic study of
adversative connectives: French 'mais' and German 'aber/sondern'. Journal
of Child language 11.143-158.
Kail, M. & Weissenborn, J. (1984) L'acquisition des connecteurs: critiques
et perspectives. In M. Moscato & G. Pierault Le Bonniec (eds.) Le
langage: construction et actualisation (pp. 101 - 120). Rouen: Presses
Universitaires de Rouen.
Kail, M., & Hickmann, M. (1992). French children's ability to introduce
referents in narratives as a function of mutual knowledge. First Language,
12, 73-94.
Kernan, K.T. (1977). Semantic and expressive elaboration in children's
narratives. In S. Ervin-Tripp & C. Mitchell-Kernan (eds), Child discourse
(pp. 91-102). New York: Academic Press.
Mouchon, S., Fayol, M. & Gaonac'h, D. (1995). On-line processing of links
between events in narratives: study of children and adults. Cahiers de
Psychologie 14, 171-193.
Mouchon, S., Fayol, M. & Gombert, J.E. (1989). L'Utilisation de quelques
connecteurs dans des rappels de récits chez des enfants de 5 à 8 ans [The
use of some connectives in recall of narratives in children aged 5 to 8
years]. L'Année Psychologique 89, 513-529.
Nelson, K. (1986). Event Knowledge: Structure and Function in
Development. Hillsdale, NJ: Erlbaum.
Mitchell P. & Riggs, K., (1999). Children's reasoning and the mind.
Psychology press. [You will find therein a number of papers addressing the
issue of counterfactuals and understanding of if/then that might be helpful
in your project.]
Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue.
First Language 8, 19-28.
Peterson, C. & McCabe, A. (1991). Linking children's connective use and
narrative macrostructure. In A. McCabe & C. Peterson (eds), Developing
narrative structure (pp. 29-53). Hillsdale, NJ: L. Erlbaum Associates.
Peterson, C. (1986). Semantic and pragmatic uses of "but". Child Language
13, 583-590.
Peterson, C., & McCabe, A. (1987). The connective "and": do older children
use it less as they learn other connectives? Journal of Child Language 14,
375-381.
Ovadia, R., Hemphill, L, Winner, K., & Bellinger D. (in press) "Just
pretend": Participation in symbolic talk by children with histories of
early corrective heart surgery. Applied Psycholinguistics.
Shapiro, L.R. & Hudson, J.A. (1991). Tell me a make-believe story:
coherence and cohesion in young children's picture-elicited narratives.
Developmental Psychology, 27, 960-974.
Silva, M. (1995) Simultaneity in children's narratives: the case of when,
while and as. Journal of Child Language 18, 641 -662.
Jill de Villiers has "a rather tantalizing undergraduate thesis by a Smith
student , Caroline Hunt, on "because" and causal understanding".
Dissertation from University of Massachusets, which is to be submitted in a
few weeks by Bart Hollebrandse, on sequence of tense across clauses.
References from CHILDES on Connectives April 2000
Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex
sentences: acquisition of syntactic connectives and the semantic relations
they encode. Child Language 7, 235-261.
Brown, A. L. & French, L. A. (1976). Construction and regeneration of
logical sequences using causes or consequences as the point of departure.
Child Development, 47, 930-940.
Carni, E. & French, L.A. (1984). The acquisition of before and after
reconsidered: What develops? Journal of Experimental Child Psychology, 37,
394-403.
Clark, E. V. (1970). How young children describe events in time. In G. B.
Flores d'Arcais & W. J. M. Levelt (Eds.), Advances in psycholinguistics
(pp. 275-284). Amsterdam: North-Holland Publishing Co.
Clark, E. V. (1971) On the acquisition of the meaning of before and
after. Journal of Verbal Learning & Verbal Behavior 10, 266-275.
Clark, E. V. (1973) How children describe time and order. In C. A.
Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp.
585-606). New York: Holt, Rinehart & Winston..
French, L. A. & Brown, A. L. (1977). Comprehension of "before" and "after"
in logical and arbitrary sequences. Journal of Child Language, 4, 247-256.
French, L.A. (1981). When does when mean more than when? A comment on
Cairns and Hsu's stage model for replies to when-questions. Journal of
Child Language, 8, 471-475.
French, L.A. (1985). Children's acquisition and understanding of
relational terms. In S.A. Kuczaj & M.D. Barrett (Eds.). Development of
Word Meaning (pp. 303 - 338). New York: Springer-Verlag.
French, L.A. (1986). The language of events. In K. Nelson, et al. Event
Knowledge: Structure and Function in Development (pp. 119 - 136).
Hillsdale, NJ: Erlbaum.
French, L.A. (1988). The Development of Children's Understanding of
"Because" and "So." Journal of Experimental Child Psychology, 45, 262-279.
French, L.A. & Nelson, K. (1982). Taking away the supportive context:
Preschoolers talk about the "Then and There." The Quarterly Newsletter of
the Laboratory of Comparative Human Cognition, 4(1), 1-6.
French, L.A. & Nelson, K. (1983). More talk about then and there. The
Quarterly Newsletter of the Laboratory of Comparative Human Cognition,
5(1), 25-27.
French, L.A. & Nelson, K. (1985). Young children's knowledge of relational
terms: some ifs, ors, and buts. New York: Springer-Verlag.
French, L.A. (1986). Acquiring and using words to express logical
relationships. In S.A. Kuczaj, II & M.D. Barrett (eds), The development of
word meaning (pp. 303-338). New York: Springer-Verlag.
French, L.A. (1989) Young children's responses to "when" questions: Issues
of directionality. Child Development, 60, 225-236.
Golding, J. M., Millis, K. M., Hauselt, J. & Sego, S. A. (1995). The effect
of connectives and causal relatedness on text comprehension. In R.F.
Lorch, Jr. & E.J. O'Brien (eds), Sources of coherence in reading (pp.
127-143). Hillsdale, NJ: L. Erlbaum Associates.
Haberlandt, K. (1982). Reader expectations in text comprehension. In J.F.
Le Ny & W. Kintsch (eds), Language and comprehension (pp. 239-249).
Amsterdam: North-Holland.
Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London:
Longmans Group.
Hemphill, L., Feldman, H., Camp, L., Griffin, T., Miranda, E., & Wolf, D.
(1994). Developmental changes in narrative and non-narrative discourse in
children with and without brain injury. Journal of Communication
Disorders, 27, 107-133.
Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an
index of communicative competence. Applied Psycholinguistics, 12, 263-279.
Hudson, J.A. & L.R. Shapiro, (1991). From knowing to telling: the
development of children's scripts, stories, and personal narratives. In A.
McCabe & C. Peterson (eds), Developing narrative structure (pp. 89-136).
Hillsdale, NJ: L. Erlbaum Associates.
Irwin, J.W. (1980). The effects of linguistic cohesion on prose
comprehension. Journal of Reading Behavior 12, 325-332.
Kail, M. & Weissenborn, J. (1984) A developmental cross-linguistic study of
adversative connectives: French 'mais' and German 'aber/sondern'. Journal
of Child language 11.143-158.
Kail, M. & Weissenborn, J. (1984) L'acquisition des connecteurs: critiques
et perspectives. In M. Moscato & G. Pierault Le Bonniec (eds.) Le
langage: construction et actualisation (pp. 101 - 120). Rouen: Presses
Universitaires de Rouen.
Kail, M., & Hickmann, M. (1992). French children's ability to introduce
referents in narratives as a function of mutual knowledge. First Language,
12, 73-94.
Kernan, K.T. (1977). Semantic and expressive elaboration in children's
narratives. In S. Ervin-Tripp & C. Mitchell-Kernan (eds), Child discourse
(pp. 91-102). New York: Academic Press.
Mouchon, S., Fayol, M. & Gaonac'h, D. (1995). On-line processing of links
between events in narratives: study of children and adults. Cahiers de
Psychologie 14, 171-193.
Mouchon, S., Fayol, M. & Gombert, J.E. (1989). L'Utilisation de quelques
connecteurs dans des rappels de récits chez des enfants de 5 à 8 ans [The
use of some connectives in recall of narratives in children aged 5 to 8
years]. L'Année Psychologique 89, 513-529.
Nelson, K. (1986). Event Knowledge: Structure and Function in
Development. Hillsdale, NJ: Erlbaum.
Mitchell P. & Riggs, K., (1999). Children's reasoning and the mind.
Psychology press. [You will find therein a number of papers addressing the
issue of counterfactuals and understanding of if/then that might be helpful
in your project.]
Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue.
First Language 8, 19-28.
Peterson, C. & McCabe, A. (1991). Linking children's connective use and
narrative macrostructure. In A. McCabe & C. Peterson (eds), Developing
narrative structure (pp. 29-53). Hillsdale, NJ: L. Erlbaum Associates.
Peterson, C. (1986). Semantic and pragmatic uses of "but". Child Language
13, 583-590.
Peterson, C., & McCabe, A. (1987). The connective "and": do older children
use it less as they learn other connectives? Journal of Child Language 14,
375-381.
Ovadia, R., Hemphill, L, Winner, K., & Bellinger D. (in press) "Just
pretend": Participation in symbolic talk by children with histories of
early corrective heart surgery. Applied Psycholinguistics.
Shapiro, L.R. & Hudson, J.A. (1991). Tell me a make-believe story:
coherence and cohesion in young children's picture-elicited narratives.
Developmental Psychology, 27, 960-974.
Silva, M. (1995) Simultaneity in children's narratives: the case of when,
while and as. Journal of Child Language 18, 641 -662.
Jill de Villiers has "a rather tantalizing undergraduate thesis by a Smith
student , Caroline Hunt, on "because" and causal understanding".
Dissertation from University of Massachusets, which is to be submitted in a
few weeks by Bart Hollebrandse, on sequence of tense across clauses.
Dr. Sean Devitt
Senior Lecturer in Education
School of Education
University of Dublin
Trinity College
Dublin 2
Ireland
Phone: 608 1293 (direct)
Fax: 677 7238 (department office)
email: sdevitt at tcd.ie
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