Singular or plural? Children's knowledge of the factors that determine the appropriate form of count nouns

Journal of Child Language

Volumn 29, Issue 1, 2002, Pages 49-70

  Ferenz, Krag S ^a   Prasada, Sandeep ^a,b  

^a DARTMOUTH COLLEGE   (United States)

^b Dartmouth College   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; ATTENTION; FEMALE; HUMAN; INFANT; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; PRESCHOOL CHILD; PROBLEM SOLVING; SEMANTICS; VERBAL BEHAVIOR;

ATTENTION; CHILD, PRESCHOOL; FEMALE; GENERALIZATION (PSYCHOLOGY); HUMANS; INFANT; LANGUAGE DEVELOPMENT; MALE; PROBLEM SOLVING; PSYCHOLINGUISTICS; SEMANTICS; VERBAL BEHAVIOR;

EID: 0036333570     PISSN: 03050009     EISSN: None     Source Type: Journal    
DOI: 10.1017/S0305000901004937     Document Type: Article

References (17)

1. English pluralization rules of six-year-old children
2. The child's learning of English morphology
3. Possible names: The role of syntax-semantics mappings in the acquisition of nominals
4. What do children know about the universal quantifiers all and each?
5. The acquisition of noun and verb inflections
6. 'He has too much hard questions': The acquisition of the linguistic count-mass distinction in much and many
7. Evaluating the semantic categories hypotheses: The case of the count/mass distinction
8. Acquisition of set-relational quantifiers in early childhood
9. On the early learning of formal grammatical systems: Evidence from studies of the acquisition of gender and countability
10. Acquisition of the plural morpheme: A case study
11. Children's understanding of counting