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Related Experiment Video

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Xenopus laevis as a Model to Identify Translation Impairment

Xenopus laevis as a Model to Identify Translation Impairment

Published on: September 27, 2015

Dislocations as a developmental marker in French language: a preliminary study.

Christelle Maillart¹, Christophe Parisse

¹University of Liège, Belgium. christelle.maillart@ulg.ac.be

Clinical Linguistics & Phonetics

|September 14, 2007

Summary

Subject dislocations in French language development are a key indicator in children. This study confirms a four-step developmental process, with younger children exhibiting earlier stages and older children progressing to later stages.

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Published on: February 8, 2019

Area of Science:

Linguistics
Developmental Psychology
Child Language Acquisition

Background:

Subject dislocations in French, like "la fille elle dort," were previously proposed as markers of morphosyntactic development in typically developing children.
This study investigates the proposed four-step developmental progression of subject dislocation usage.

Purpose of the Study:

To confirm the hypothesis that subject dislocation development in children follows a predictable four-step sequence.
To analyze the production of dislocation forms corresponding to successive developmental stages.

Main Methods:

A sentence repetition task was administered to 27 French-speaking children aged 4 to 5 years.
Analysis focused on the types of subject dislocations produced, correlating them with developmental stages.

Main Results:

A developmental trend in subject dislocation usage was confirmed.
At age 4, dislocations were frequent (30%) and often respected gender (stages 3 and 4).
By age 5, dislocations became rare, primarily stage 4, with earlier stages (1 and 2) observed in younger children.

Conclusions:

Subject dislocation production in French demonstrates a clear developmental trajectory in children.
The findings support a four-stage model of morphosyntactic development reflected in dislocation usage.
Age is a significant factor, with younger children showing earlier developmental stages and older children exhibiting more advanced forms.