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{
    "pk": 28557,
    "title": "Multiword Units Predict Non-inversion Errors in Children’s Wh-questions: “What\nCorpus Data Can Tell Us?”",
    "subtitle": null,
    "abstract": "Subject-auxiliary inversion in interrogatives has been a topic\nof great interest in language acquisition research, and has\noften been held up as evidence for the structure-dependence\nof grammar. Usage-based and nativist approaches posit\ndifferent representations and processes underlying children’s\nquestion formation and therefore predict different causes for\nthese errors. Here, we explore the question of whether input\nstatistics predict children’s spontaneous non-inversion errors\nwith wh- questions. In contrast to previous studies, we look at\nproperties of the non-inverted, errorful forms of questions.\nThrough a series of corpus analyses, we show that the\nfrequency of uninverted subsequences (e.g., “she is going” in\n“what she is going to do?*”) is a good predictor of children’s\nerrors, consistent with recent evidence for multiword units in\nchildren’s comprehension and production. This finding has\nimplications for the types of mental representations and\ncognitive processes researchers ascribe to children acquiring a\nfirst language.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "language acquisition; interrogatives; corpora;\ncorpus analyses; usage-based approach; chunking"
        }
    ],
    "section": "Papers with Oral Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6vk5q6zg",
    "frozenauthors": [
        {
            "first_name": "Stewart",
            "middle_name": "M.",
            "last_name": "McCauley",
            "name_suffix": "",
            "institution": "University of Iowa",
            "department": ""
        },
        {
            "first_name": "Colin",
            "middle_name": "",
            "last_name": "Bannard",
            "name_suffix": "",
            "institution": "University of Liverpool",
            "department": ""
        },
        {
            "first_name": "Anna",
            "middle_name": "",
            "last_name": "Theakston",
            "name_suffix": "",
            "institution": "University of Manchester",
            "department": ""
        },
        {
            "first_name": "Michelle",
            "middle_name": "",
            "last_name": "Davis",
            "name_suffix": "",
            "institution": "University of Manchester",
            "department": ""
        },
        {
            "first_name": "Thea",
            "middle_name": "",
            "last_name": "Cameron-Faulkner",
            "name_suffix": "",
            "institution": "University of Manchester",
            "department": ""
        },
        {
            "first_name": "Ben",
            "middle_name": "",
            "last_name": "Ambridge",
            "name_suffix": "",
            "institution": "University of Liverpool",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28557/galley/18428/download/"
        }
    ]
}