Pronoun reversals: who, when, and why?

1993 ◽  
Vol 20 (3) ◽  
pp. 573-589 ◽  
Author(s):  
Philip S. Dale ◽  
Catherine Crain-Thoreson
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Risk Taking ◽  
Contextual Factors ◽  
Noun Phrases ◽  
Second Person ◽  
Pronoun Use ◽  
Processing Resources ◽  
Unstructured Play

ABSTRACTSeventeen of a sample of 30 precocious talkers aged 1;8 produced at least one pronoun reversal (I/you) during unstructured play. This finding led to an examination of the role of cognitive and linguistic individual differences as well as contextual factors and processing complexity as determinants of pronoun reversal. Contrary to predictions derived from previous hypotheses, there were few differences between reversers and non-reversers, other than higher use of second person forms by reversers. Reversals were more likely to occur in certain contexts: semantically reversible predicates with two noun phrases, and in imitations (though the rate of imitation was lower overall in reversers). We propose that pronoun reversals commonly result from a failure to perform a deictic shift, which is especially likely when children's psycholinguistic processing resources are taxed. Children who did not produce any pronoun reversals tended to avoid pronoun use, especially second person forms. Overt reversal may thus reflect a risk-taking approach to language acquisition, which may be particularly characteristic of precocious children.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Native Language ◽  
Noun Phrases ◽  
Alternative Learning ◽  
Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

scholarly journals The Role of Sustained Attention in the Production of Conjoined Noun Phrases: An Individual Differences Study

PLoS ONE ◽  
2015 ◽  
Vol 10 (9) ◽  
pp. e0137557 ◽  
Author(s):  
Suzanne R. Jongman ◽  
Antje S. Meyer ◽  
Ardi Roelofs
Keyword(s):  
Individual Differences ◽  
Sustained Attention ◽  
Noun Phrases

scholarly journals Brain-outcome associations for risk taking depend on the measures used to capture individual differences

2018 ◽  
Author(s):  
Loreen Tisdall ◽  
Renato Frey ◽  
Andreas Horn ◽  
Dirk Ostwald ◽  
Lilla Horvath ◽  
...  
Keyword(s):  
Individual Differences ◽  
Nucleus Accumbens ◽  
Risk Taking ◽  
Brain Regions ◽  
Group Level ◽  
Functional Brain ◽  
The Core ◽  
Neuroimaging Data ◽  
Human Adults

Maladaptive risk taking can have severe individual and societal consequences, thus individual differences are prominent targets for intervention and prevention. How to capture individual differences in risk taking, however, presents a major challenge because convergence between measures is mostly low. Considering that functional brain markers are being examined for their potential to account for various risk-taking related outcomes, we urgently need to establish the role of risk-taking measures for establishing reliable brain-outcome associations. To address this issue, we analyzed within-participant neuroimaging data for two widely used risk-taking measures collected from the imaging subsample of the Basel–Berlin Risk Study (N = 116 young human adults), and computed brain-outcome associations within/out-of-measure as well as within/out-of-session. Although we observed a regionally-specific convergence of group-level activation differences for the two imaging measures in the nucleus accumbens, one of the core brain regions associated with risk taking, results from our individual differences analyses suggest that (1) individual differences in brain activation are not preserved between measures, and (2) the success of brain-outcome associations for risk taking is highly dependent on the measures used to capture neural and behavioral individual differences. Our results help to better filter risk- taking measures for their potential to establish brain markers for intervention or prevention purposes.

A Possible Adjusting Procedure for Studying Outcomes of Risk-Taking

1998 ◽  
Vol 82 (3) ◽  
pp. 1047-1050 ◽  
Author(s):  
Mark R. Dixon ◽  
Linda J. Hayes ◽  
Ruth Anne Rehfeldt ◽  
Ralph E. Ebbs
Keyword(s):  
Individual Differences ◽  
Pilot Study ◽  
Risk Taking ◽  
Quantitative Measure ◽  
Original Equation ◽  
Future Risk ◽  
Risk Taking Behavior ◽  
Larger Sample ◽  
Concurrent Analysis

The purpose of this pilot study was to examine the role of consequences in the maintenance and termination of risk-taking behavior. In 1987 Ladouceur, Mayrand, and Tourigny proposed a quantitative measure of risk-taking based on roulette playing, but this metric did not include the outcome of that risk. Therefore, their original equation may be adjusted to incorporate a concurrent analysis of the consequences of risk-taking to understand better individual differences with respect to risk-taking behavior. An experiment with six subjects, 3 experienced and 3 inexperienced, who played roulette was used to evaluate the accuracy of the equation's predictions. Replication with a much larger sample is required to substantiate the suggestion that this adjustment would be more accurate than the original equation in predicting future risk-taking.

Development of Risk Taking: Contributions from Adolescent Testosterone and the Orbito-frontal Cortex

2013 ◽  
Vol 25 (12) ◽  
pp. 2141-2150 ◽  
Author(s):  
Jiska S. Peper ◽  
P. Cédric M. P. Koolschijn ◽  
Eveline A. Crone
Keyword(s):  
Individual Differences ◽  
Frontal Cortex ◽  
Risk Taking ◽  
Testosterone Level ◽  
Mediation Analysis ◽  
Normative Sample ◽  
Normative Development ◽  
Increased Risk ◽  
Neural Underpinnings

The role of puberty in the development of risk taking remains poorly understood. Here, in a normative sample of 268 participants between 8 and 25 years old, we applied a psycho-endocrine neuroimaging approach to investigate the contribution of testosterone levels and OFC morphology to individual differences in risk taking. Risk taking was measured with the balloon analogue risk-taking task. We found that, corrected for age, higher endogenous testosterone level was related to increased risk taking in boys (more explosions) and girls (more money earned). In addition, a smaller medial OFC volume in boys and larger OFC surface area in girls related to more risk taking. A mediation analysis indicated that OFC morphology partly mediates the association between testosterone level and risk taking, independent of age. Mediation was found in such a way that a smaller medial OFC in boys potentiates the association between testosterone and risk taking but suppresses the association in girls. This study provides insights into endocrinological and neural underpinnings of normative development of risk taking, by indicating that OFC morphology, at least partly, mediates the association between testosterone and risk-taking behavior.

Entrenchment effects in code-mixing: individual differences in German-English bilingual children

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antje Endesfelder Quick ◽  
Ad Backus ◽  
Elena Lieven
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Cognitive Linguistics ◽  
First Language ◽  
Building Blocks ◽  
Bilingual Children ◽  
Code Mixing ◽  
English Bilingual ◽  
Theory Of Language

Abstract Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The role of multiword building blocks in explaining L1-L2 differences. Topics in Cognitive Science 9(3). 621–636; Tomasello, Michael. 2003. Constructing a language: A usage-based theory of language acquisition. Cambridge: Harvard University Press). In order to account for patterns, the traceback method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis. Cognitive Linguistics 20(3). 481–508). In the current study, we applied the method to code-mixed utterances (n = 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as I see X as in I see a Kelle ‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations.

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