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One frog, two frog, red frog, blue frog: factors affecting children's syntactic choices in production and

F Hurewitz1, S Brown-Schmidt, K Thorpe

  • 1Department of Psychology, University of Pennsylvania, 3815 Walnut St., Philadelphia, Pennsylvania 19104-6196, USA. fel@psych.upenn.edu

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Young children struggle with understanding ambiguous sentences, even when context is clear. This study shows that while they can produce complex descriptions, their sentence comprehension skills lag behind, indicating developmental changes in language processing.

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Area of Science:

  • Developmental Psychology
  • Psycholinguistics
  • Cognitive Science

Background:

  • Children's ability to use referential context in language is crucial for syntactic ambiguity resolution.
  • Previous research indicated 4- to 5-year-olds struggled with comprehension of ambiguous sentences involving prepositional phrases, unlike adults and older children.
  • The reasons for this comprehension difficulty, whether processing-related or perceptual, were not fully understood.

Purpose of the Study:

  • To investigate whether 4- to 5-year-olds' difficulties in resolving syntactic ambiguities stem from comprehension processes or other factors.
  • To examine children's ability to use restrictive modification in language production and comprehension.
  • To compare children's production and comprehension of referential context in syntactic choices.

Main Methods:

  • Two experiments involving language generation and comprehension tasks were conducted with 4- to 5-year-old children.
  • A production task elicited definite noun phrases with restrictive prepositional modifiers.
  • A comprehension task, the 'put' task, assessed the resolution of temporary syntactic ambiguities, with eye movements recorded in the second experiment.

Main Results:

  • Children frequently produced definite noun phrases with restrictive modifiers when describing items, demonstrating production ability.
  • Despite production skills, these same children misanalyzed 'put' instructions, showing avoidance of restrictive modification during comprehension.
  • Eye-tracking revealed initial destination preferences and a failure to revise early parsing commitments, mirroring adult patterns but indicating developmental differences in comprehension.

Conclusions:

  • Child-adult differences in parsing preferences are partly due to developmental changes in the comprehension process itself.
  • Children are not generally insensitive to referential properties but show an asymmetry between production and comprehension.
  • Findings support a probabilistic model of language acquisition, where simpler cues are learned before more complex ones.