School of Psychological Sciences, University of Manchester, Oxford Road, Manchester M13 9PL, UK.
J Child Lang. 2009 Nov;36(5):1091-114. doi: 10.1017/S0305000909009350. Epub 2009 Feb 16.
English-speaking children make pronoun case errors producing utterances where accusative pronouns are used in nominative contexts (me do it). We investigate whether complex utterances in the input (Let me do it) might explain the origin of these errors. Longitudinal naturalistic data from seventeen English-speaking two- to four-year-olds was searched for 1psg accusative-for-nominative case errors and for all 1psg preverbal pronominal contexts. Their caregivers' data was also searched for 1psg preverbal pronominal contexts. The data show that the children's proportional use of me-for-I errors correlated with their caregivers' proportional use of me in 1psg preverbal contexts. Furthermore, the verbs that children produced in me-error utterances appeared in complex sentences containing me in the input more often than verbs that did not appear in me-for-I errors in the children's speech. These findings are discussed in the context of current explanations for children's case marking errors.
讲英语的儿童在将宾格代词用于主格语境时会出现代词格错误，例如使用 accusative pronouns 而不是 nominative contexts (me do it)。我们研究了输入中的复杂语句 (Let me do it) 是否可以解释这些错误的起源。从 17 名讲英语的 2 至 4 岁儿童的纵向自然语言数据中搜索了 1psg 宾格代词用于主格的格错误以及所有 1psg 动词前代词的语境。还搜索了他们的照顾者数据中 1psg 动词前代词的语境。数据显示，儿童 me-for-I 错误的比例使用与他们的照顾者在 1psg 动词前代词语境中 me 的比例使用相关。此外，儿童在 me-error 话语中使用的动词出现在输入中的复杂句子中比在儿童言语中没有出现 me-for-I 错误的动词更频繁。这些发现将在当前对儿童格标记错误的解释背景下进行讨论。
