To get or to be? Use and acquisition of get- versus be- passives: evidence from children and adults

The use and acquisition of the get-passive has so far yielded a variety of accounts and suggestions. This paper presents new experimental evidence concerning the use and the acquisition of the get-passive by children, as well as adult judgments of get- and be-passives. Within a prototype approach to the passive, experiments investigated when 2–4-year-old British children produce get- as opposed to be-passives. The role of direct affectedness of the patient on get-passive production was investigated further in a follow-up experiment. In addition to the child data, ratings of get- and be-passives were obtained from British English adult speakers to investigate the acceptability of these passives and their relationship to developmental data. The first experiment showed that the chosen prototype approach clearly predicts children’s acquisition of be-passives with get-passives being more peripheral members of the category ‘passive’ than be-passives. The second study shows that even if the child herself is the affected patient in the play action, get-passives are only rarely produced. In contrast to American children, direct affectedness did not induce British children to produce a significant amount of getpassives. Last, adult ratings confirm that British English speakers rate be-passives consistently as better examples of passive sentences than get-passives. The evidence suggests that getpassives are more peripheral for British than for American children and adults. Implications for the possible role of parental input and the validity of existing accounts of the get-passive are discussed

Language discrimination by newborns: Teasing apart phonotactic, rhythmic, and intonational cues

Speech rhythm has long been claimed to be a useful bootstrapping cue in the very first steps of language acquisition. Previous studies have suggested that newborn infants do categorize varieties of speech rhythm, as demonstrated by their ability to discriminate between certain languages. However, the existing evidence is not unequivocal: in previous studies, stimuli discriminated by newborns always contained additional speech cues on top of rhythm. Here, we conducted a series of experiments assessing discrimination between Dutch and Japanese by newborn infants, using a speech resynthesis technique to progressively degrade non-rhythmical properties of the sentences. When the stimuli are resynthesized using identical phonemes and artificial intonation contours for the two languages, thereby preserving only their rhythmic and broad phonotactic structure, newborns still seem to be able to discriminate between the two languages, but the effect is weaker than when intonation is present. This leaves open the possibility that the temporal correlation between intonational and rhythmic cues might actually facilitate the processing of speech rhythm

Perception of linguistic rhythm by newborn infants

Previous studies have shown that newborn infants are able to discriminate between certain languages, and it has been suggested that they do so by categorizing varieties of speech rhythm. However, in order to confirm this hypothesis, it is necessary to show that language discrimination is still performed by newborns when all speech cues other than rhythm are removed. Here, we conducted a series of experiments assessing discrimination between Dutch and Japanese by newborn infants, using a speech resynthesis technique to progressively degrade non-rhythmical properties of the sentences. When the stimuli are resynthesized using identical phonemes and artificial intonation contours for the two languages, thereby preserving only their rhythmic structure, newborns are still able to discriminate the languages. We conclude that new-borns are able to classify languages according to their type of rhythm, and that this ability may help them bootstrap other phonological properties of their native language

Early exposure to both sign and spoken language for children who are deaf or hard of hearing: Might it help spoken language development?

The literature on the benefits and deficits of bilingualism is reviewed with an emphasis on sign/spoken bilingualism and on the population of deaf or hard of hearing children. Since there are a limited number of reports on sign/spoken bilingualism for these children, a research plan is outlined for a large study whose results could have a significant impact on oral education policy and spoken language development in deaf or hard of hearing children

A destressing "deafness" in French?

French is a language in which accent is mandatory on the last syllable of every content word. In contrast, Spanish uses accent to distinguish different lexical items (e.g., b'ebe vs beb'e). Two population of subjects were tested on the same materials to study whether such linguistic differences have an impact on the perceptual capacities of listeners. In Experiment 1, using an ABX paradigm, we find that French Subjects have a surprising deficit compared to Spanish Subjects in making accent distinctions. In Experiment 2, we find that Spanish subjects cannot ignore irrelevant differences in accent in a phoneme-based ABX task, whereas French Subjects have no difficulty at all. In Experiment 3, we replicate the basic French finding, and find that Spanish subjects benefit from redundant accent information even when phonemic information alone is sufficient to perform the task. In our final Experiment 4, we show that French subjects can hear the acoustic correlates of accent; their problem seem to arise at the level of short term memory. Implications for language-specific processing and acquisition are discussed