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dc.contributor.advisorLidz, Jeffreyen_US
dc.contributor.authorGerard, Julianaen_US
dc.date.accessioned2016-09-03T05:42:57Z
dc.date.available2016-09-03T05:42:57Z
dc.date.issued2016en_US
dc.identifierhttps://doi.org/10.13016/M2621K
dc.identifier.urihttp://hdl.handle.net/1903/18604
dc.description.abstractThis dissertation uses children’s acquisition of adjunct control as a case study to investigate grammatical and performance accounts of language acquisition. In previous research, children have consistently exhibited non-adultlike behavior for sentences with adjunct control. To explain children’s behavior, several different grammatical accounts have been proposed, but evidence for these accounts has been inconclusive. In this dissertation, I take two approaches to account for children’s errors. First, I spell out the predictions of previous grammatical accounts, and test these predictions after accounting for some methodological concerns that might have influenced children’s behavior in previous studies. While I reproduce the non-adultlike behavior observed in previous studies, the predictions of previous grammatical accounts are not borne out, suggesting that extragrammatical factors are needed to explain children’s behavior. Next, I consider the role of two different types of extragrammatical factors in predicting children’s non-adultlike behavior. With a new task designed to address the task demands in previous studies, children exhibit significantly higher accuracy than with previous tasks. This suggests that children’s behavior has been influenced by task- specific processing factors. In addition to the task, I also test the predictions of a similarity-based interference account, which links children’s errors to the same memory mechanisms involved in sentence processing difficulties observed in adults. These predictions are borne out, supporting a more continuous developmental trajectory as children’s processing mechanisms become more resistant to interference. Finally, I consider how children’s errors might influence their acquisition of adjunct control, given the distribution in the linguistic input. I discuss the results of a corpus analysis, including the possibility that adjunct control could be learned from the input. The kinds of information that could be useful to a learner become much more limited, however, after considering the processing limitations that would interfere with the representations available to the learner.en_US
dc.language.isoenen_US
dc.titleThe acquisition of adjunct control: grammar and processingen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentLinguisticsen_US
dc.subject.pqcontrolledLinguisticsen_US
dc.subject.pquncontrolledadjunct controlen_US
dc.subject.pquncontrolledcognitive developmenten_US
dc.subject.pquncontrolledlanguage acquisitionen_US
dc.subject.pquncontrolledlinguisticsen_US
dc.subject.pquncontrolledpsychologyen_US
dc.subject.pquncontrolledsentence processingen_US


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