ArticleJournal of child language2017
Case assignment in English-speaking children: a paired priming paradigm.
Article in Journal of child language, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Short-Term Effects of a Caregiver-Mediated Intervention for Preschoolers at Risk for Developmental Language Disorder: A Randomized Controlled Trial.Journal of speech, language, and hearing research : JSLHR · 2026Trial
- Five overarching factors central to grammatical learning and treatment in children with developmental language disorder.International journal of language & communication disorders · 2019Review
- Changing the Subject: The Place of Revisions in Grammatical Development.Journal of speech, language, and hearing research : JSLHR · 2018Article
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Authors and funding
2 authors.
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Abstract
This study employed a paired priming paradigm to ask whether input features influence a child's propensity to use non-nominative versus nominative case in subject position, and to use non-nominative forms even when verbs are marked for agreement. Thirty English-speaking children (ages 2;6 to 3;7) heard sentences with pronouns that had non-contrasting case forms (e.g. Dad hugs it and it hugs Tigger) and it was hypothesized that these forms would lead to more errors (e.g. Him hugs Barney) in an elicited phrase more often than if the children heard contrasting case forms (e.g. Dad hugs us and we hug the doggie). Tense/agreement features were also examined in children's elicited productions. The findings were consistent with predictions, and supported the input ambiguity hypothesis of Pelham (2011). Implications for current accounts of the optional infinitive stage are discussed.
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