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Communicative eye contact signals a commitment to cooperate for young children
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Natural reference : a phylo- and ontogenetic perspective on the comprehension of iconic gestures and vocalizations
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Young children spontaneously recreate core properties of language in a new modality
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In: Proc Natl Acad Sci U S A (2019)
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Identifying partially schematic units in the code-mixing of an English and German speaking child
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Abstract:
The support of the Economic and Social Research Council [ES/L008955/1] is gratefully acknowledged. ; Intra-sentential code-mixing presents a number of puzzles for theories of bilingualism. In this paper, we examine the code-mixed English-German utterances of a young English-German-Spanish trilingual child between 1;10 – 3;1, using both an extensive diary kept by the mother and audio recordings. We address the interplay between lexical and syntactic aspects of language use outlined in the usage-based approach (e.g. Tomasello, 2003). The data suggest that partially schematic constructions play an important role in the code-mixing of this child. In addition, we find, first, that the code-mixing was not mainly the result of lexical gaps. Second, there was more mixing of German function words than content words. Third, code-mixed utterances often consisted of the use of a partially schematic construction with the open slot filled by material from the other language. These results raise a number of important issues for all theoretical approaches to code mixing, which we discuss. ; Postprint ; Peer reviewed
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Keyword:
BF; BF Psychology; Bilingual child; Code-mixing; English - German; NDAS; Partially schematic constructions; Usage-based
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URL: https://doi.org/10.1075/lab.15049.qui http://hdl.handle.net/10023/10590
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Children’s understanding of first- and third-person perspectives in complement clauses and false-belief tasks ...
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The role of past interactions in great apes’ communication about absent entities
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German children’s use of word order and case marking to interpret simple and complex sentences:testing differences between constructions and lexical items
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Children’s understanding of first and third person perspectives in complement clauses and false belief tasks
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German Children’s Use of Word Order and Case Marking to Interpret Simple and Complex Sentences: Testing Differences Between Constructions and Lexical Items
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Lexical frequency and exemplar-based learning effects in language acquisition: evidence from sentential complements
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In: Language Sciences (2015)
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Lexical frequency and exemplar-based learning effects in language acquisition: evidence from sentential complements
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In: Language Sciences (2015)
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The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses
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In: Cognitive Linguistics (2015)
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The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses
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In: Cognitive Linguistics (2015)
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German children's use of word order and case marking to interpret simple and complex sentences:testing differences between constructions and lexical items
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