Department of Cognitive Science, Johns Hopkins University, Baltimore, MD 21218, USA.
Child Dev. 2010 Nov-Dec;81(6):1859-75. doi: 10.1111/j.1467-8624.2010.01515.x.
Two comprehension experiments were conducted to investigate whether young French-learning children (N = 76) are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age (V. A. Johnson, J. G. de Villiers, & H. N. Seymour, 2005; A.-T. Pérez-Leroux, 2005). Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed.
进行了两项理解实验，以调查年轻的法裔儿童（N=76）是否能够在主谓一致的上下文中使用单个数字线索，并将视觉动态场景与相应的口头刺激相匹配。偏好注视和指向的结果都表明，30 个月大的儿童在理解主谓一致方面具有显著的能力，他们对单数和复数没有偏好。这些结果挑战了之前基于英语和西班牙语提出的观点，即作为一个黏着语素表达的主谓一致的理解是很晚的，大约在 5 岁左右（V. A. Johnson, J. G. de Villiers, & H. N. Seymour, 2005; A.-T. Pérez-Leroux, 2005）。还分析了成人输入的属性。讨论了这些结果对句法习得理论的可能影响。
