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 SRCLD Presentation Details 

    16-month-olds comprehend "breaked" better than "broke"  
Megan Figueroa - University of Arizona
Mira Nathan - University of Arizona
LouAnn Gerken - University of Arizona

SRCLD Year: 2020
Presentation Type: Poster Presentation
Poster Number: PS3S19
Presentation Time: Sat, Jun 8, 2019 from 8:30a-10:00a
Abstract View Full Summary
The current work explored children's early comprehension of English past tense verbs by asking: (1) Do 16-month-olds show evidence of comprehending overregularized verb forms like "breaked"? (2) Do 16-month-olds show better comprehension of overregularized verb forms like "breaked" than correct verb forms like "broke"? Typically-developing, English-acquiring 16-month-olds were tested on their comprehension of overregularized vs. correct English verb forms. Toddlers attended to the correct, corresponding picture longer while listening to overregularized forms (e.g. "breaked") than while listening to their correct, irregular counterparts (e.g. "broke"). Our results indicate that 16-month-olds associate meaning to the tested verb forms that are overregularized, and this suggests that overregularizations in older children’s productions do not reflect the real-time discovery of the past tense rule, but rather some other mechanism. The results also provide evidence for the often-proposed idea that the semantic gap created by the existence of initially non-comprehended forms like "broke" is what ultimately drives children to abandon overregularized forms like "breaked" in favor of correct irregular past tense forms. This work was funded by NSF grants #1724842 and #1729862.
Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders