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Title:Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian
Authors:ID Marušič, Franc (Copyright holder)
ID Marušič, Franc, Univerza v Novi Gorici (Author)
ID Žaucer, Rok, Univerza v Novi Gorici (Author)
ID Plesničar, Vesna, Univerza v Novi Gorici (Author)
ID Razboršek, Tina, Univerza v Novi Gorici (Author)
ID Sullivan, Jessica, Skidmore College (Author)
ID Barner, David, University of California, San Diego (Author)
Files:.pdf journal.pone.0159208.PDF (1,38 MB)
MD5: AB1F291F7DDB5C17A700C6C8DA956A78
Work type:Not categorized
Typology:1.01 - Original Scientific Article
Organization:UNG - University of Nova Gorica
Abstract:How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language.
Keywords:števila, številke, slovnično število, dvojina, narečja, usvajanje, učenje, slovenščina, angleščina, numbers, grammatical number, dual, dialects, acquisition, learning, Slovenian, English
Publication version:Version of Record
Year of publishing:2016
Number of pages:16
Numbering:11, 8
PID:20.500.12556/RUNG-2531 New window
COBISS.SI-ID:4474107 New window
DOI:doi:10.1371/journal.pone.0159208 New window
Publication date in RUNG:10.08.2016
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Record is a part of a journal

Title:PLoS ONE
Shortened title:PLoS ONE
Publisher:Public Library of Science
Year of publishing:2016

Document is financed by a project

Funder:ARRS - Slovenian Research Agency
Project number:J7-5569
Name:Medsebojna povezanost usvajanja dvojine in usvajanja števil kot pokazatelj (ne)povezanosti jezika in mišljenja