Children’s acquisition of word order variation: A study of subject placement in embedded clauses in Norwegian

Norwegian embedded clauses give children two options for subject placement: preceding or following negation (S-Neg/Neg-S). In the adult language, S-Neg is the ‘default’ and highly frequent option, and Neg-S is infrequent in children’s input. However, Neg-S may be argued to be the structurally less c...

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Vydáno v:	Journal of child language Ročník 51; číslo 5; s. 1109 - 1133
Hlavní autoři:	RINGSTAD, Tina, WESTERGAARD, Marit
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	England Cambridge University Press 01.09.2024
Témata:	Adult language Adults Child Child development Child Language Child, Preschool Children Children & youth Clauses Embedded constructions Female Humans Language Language Development Male Native language acquisition Negation Norway Norwegian Norwegian language Oral Language Semantics Speech Syntactic complexity Syntax Vocabulary Word order Norway economy word order variation First language acquisition Norwegian subject placement frequency
ISSN:	0305-0009, 1469-7602, 1469-7602
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Abstract	Norwegian embedded clauses give children two options for subject placement: preceding or following negation (S-Neg/Neg-S). In the adult language, S-Neg is the ‘default’ and highly frequent option, and Neg-S is infrequent in children’s input. However, Neg-S may be argued to be the structurally less complex. We investigate whether children are aware of the existence of both subject positions, and if they prefer the more frequent or the less complex position. Through an elicited production task with monolingual Norwegian children (N=33, age 3;1-6;1) we find that children in general overuse the Neg-S option, and we suggest that children have an inherent preference for the less complex position, due to a principle of structural economy. We also find that a group of children display U-shaped development, first using only S-Neg, then only Neg-S and finally S-Neg again, and we relate this to structure building and economy of movement.
AbstractList	Norwegian embedded clauses give children two options for subject placement: preceding or following negation (S-Neg/Neg-S). In the adult language, S-Neg is the 'default' and highly frequent option, and Neg-S is infrequent in children's input. However, Neg-S may be argued to be the structurally less complex. We investigate whether children are aware of the existence of both subject positions, and if they prefer the more frequent or the less complex position. Through an elicited production task with monolingual Norwegian children (N=33, age 3;1-6;1) we find that children in general overuse the Neg-S option, and we suggest that children have an inherent preference for the less complex position, due to a principle of structural economy. We also find that a group of children display U-shaped development, first using only S-Neg, then only Neg-S and finally S-Neg again, and we relate this to structure building and economy of movement. Norwegian embedded clauses give children two options for subject placement: preceding or following negation (S-Neg/Neg-S). In the adult language, S-Neg is the 'default' and highly frequent option, and Neg-S is infrequent in children's input. However, Neg-S may be argued to be the structurally less complex. We investigate whether children are aware of the existence of both subject positions, and if they prefer the more frequent or the less complex position. Through an elicited production task with monolingual Norwegian children (N=33, age 3;1-6;1) we find that children in general overuse the Neg-S option, and we suggest that children have an inherent preference for the less complex position, due to a principle of structural economy. We also find that a group of children display U-shaped development, first using only S-Neg, then only Neg-S and finally S-Neg again, and we relate this to structure building and economy of movement.Norwegian embedded clauses give children two options for subject placement: preceding or following negation (S-Neg/Neg-S). In the adult language, S-Neg is the 'default' and highly frequent option, and Neg-S is infrequent in children's input. However, Neg-S may be argued to be the structurally less complex. We investigate whether children are aware of the existence of both subject positions, and if they prefer the more frequent or the less complex position. Through an elicited production task with monolingual Norwegian children (N=33, age 3;1-6;1) we find that children in general overuse the Neg-S option, and we suggest that children have an inherent preference for the less complex position, due to a principle of structural economy. We also find that a group of children display U-shaped development, first using only S-Neg, then only Neg-S and finally S-Neg again, and we relate this to structure building and economy of movement.
Author	RINGSTAD, Tina WESTERGAARD, Marit
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Cites_doi	10.1111/j.1467-9582.2009.01162.x 10.1016/j.lingua.2009.03.006 10.1207/s15327817la0304_3 10.1007/s10828-004-0292-1 10.1017/S030500090900943X 10.1075/silv.18.01wes 10.1017/S0305000918000041 10.1016/j.pragma.2018.10.014 10.1080/15475441.2005.9684215 10.1016/j.lingua.2010.06.006 10.1111/j.1467-9582.2011.01183.x 10.1080/033258602321093373 10.1016/j.lingua.2010.10.006 10.1515/tlir.1996.13.2.119 10.1007/978-90-481-9207-6_10 10.1075/la.88 10.3109/02699206.2014.999952 10.1093/oso/9780195159486.003.0005 10.1007/978-94-017-3232-1_6 10.1093/oso/9780195067453.001.0001 10.1017/S030500091400049X 10.18637/jss.v067.i01 10.1017/S0305000920000665 10.1016/j.lingua.2003.11.004 10.1007/s10828-007-9014-9 10.1093/oso/9780195142242.003.0008 10.1075/la.145 10.2307/1166115 10.1007/978-94-017-3232-1_3 10.1075/lald.45.03wes 10.1017/S0332586519000210 10.1007/978-94-017-3232-1_4
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SubjectTerms	Adult language Adults Child Child development Child Language Child, Preschool Children Children & youth Clauses Embedded constructions Female Humans Language Language Development Male Native language acquisition Negation Norway Norwegian Norwegian language Oral Language Semantics Speech Syntactic complexity Syntax Vocabulary Word order
Title	Children’s acquisition of word order variation: A study of subject placement in embedded clauses in Norwegian
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