fun things kids say as first class attention grabbers

Wed Aug 21 11:15:31 UTC 2013

I enjoyed hearing my son (age 4) explaining the principle of markedness to a friend (overhead from the backseat of the car):

If you want to say something smells good, you have to say "good", but if you want to say it smells bad, you just have to say "it smells."

Barbara

On Aug 21, 2013, at 7:11 AM, Aliyah MORGENSTERN wrote:

Tell us if you only want examples in English Bruno....
I also like Melissa's "dance me Daddy" in the same vein as the other causatives.

There's this nice example in the Providence data that I'm using in a paper on verbal constructions, Lily, but can't find the exact age, I lost my notes, will tell you as soon as I get back to the data:

CHI:    how did you get that sneezes ?
MOT: someone gave me the sneezes I don't know who though .
CHI:    mmmm I know who .
MOT: mmmm . who ?
CHI:    that sneezy girl .
MOT: oh that sneezy girl .
CHI:    um . she gives lots of sneezes to everyone .
MOT: mmmm .
CHI:    I think that sneezy girl gave me the xx
MOT: oh my gosh .
CHI:    the the the the the sneezes .
MOT: mmmm .
CHI:    but I think the the coughy girl --I mean the cough girl would maybe give me my, my coughs .
best,
Aliyah

Le 21 août 2013 à 05:18, Philip Dale a écrit :

It’s hard to beat Melissa Bowerman’s classic examples of noncausatives used as causatives, e.g., “I’m gonna fall this on you” and “Don’t eat her, she’s smelly” (don’t feed her, she needs her diaper changed).  They get right at the crucial phenomenon of children being wrong in one sense, but not quite wrong in another.
Philip Dale

From: info-childes at googlegroups.com<mailto:info-childes at googlegroups.com> [mailto:info-childes at googlegroups.com] On Behalf Of Bruno
Sent: Tuesday, August 20, 2013 8:44 PM
To: info-childes at googlegroups.com<mailto:info-childes at googlegroups.com>
Subject: fun things kids say as first class attention grabbers

Hello all,

I like to use attention grabbers the first day of class in my language acquisition courses. I usually mention the fis phenomenon, McNeill and Braine on negative evidence, and some fun errors (for example from Erika Hoff's and Eve Clark's books, with attribution). Students laugh and become really interested in figuring out why kids say the darnedest things.
I was wondering if somebody can share examples that can be used this way or if people have some favorite ones they use.
Thanks all.

Bruno
Bruno Estigarribia
Assistant Professor of Spanish, Department of Romance Languages and Literatures
Research Assistant Professor of Psychology, Cognitive Science Program
Affiliate Faculty, Global Studies
University of North Carolina at Chapel Hill
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