When memorized instances compete with rules: The case of number-noun agreement in written French

Journal of Child Language

Volumn 34, Issue 2, 2007, Pages 425-437

  Largy, Pierre ^a   Cousin, Marie Paule ^a   Bryant, Peter ^b   Fayol, Michel ^c  

^a UNIVERSITÉ TOULOUSE JEAN JAURÈS   (France)

^b UNIVERSITY OF OXFORD   (United Kingdom)

^c UNIVERSITÉ CLERMONT AUVERGNE   (France)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; HUMAN; LANGUAGE; LEARNING; LINGUISTICS; MEMORY; METHODOLOGY; VERBAL BEHAVIOR;

CHILD; HUMANS; LANGUAGE; LINGUISTICS; MEMORY; VERBAL BEHAVIOR; VERBAL LEARNING;

EID: 34247547430     PISSN: 03050009     EISSN: 14697602     Source Type: Journal    
DOI: 10.1017/S0305000906007914     Document Type: Article

References (24)

1. Beers, C. S. & Beers, J. W. (1992). Children's spelling of English inflectional morphology. In S. Templeton & D. R. Bear (eds), Development of orthographic knowledge and the foundations of literacy, 231-51. Hillsdale, NJ: Erlbaum.
2. Carlisle, J. F. (1987). The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Annals of Dyslexia 37, 90-108.
3. Content, A., Mousty, P. & Radeau, M. (1990). BRULEX: une base de données lexicales informatisée pour le Franĉais écrit et parlé. L'Année Psychologique 90, 551-66.
4. Cousin, M. P., Largy, P. & Fayol, M. (2002). Sometimes early learned instances interfere with the implementation of rules: The case of nominal number agreement. Current Psychology Letters, Behaviour, Brain & Cognition 8, 51-65.
5. Eberhard, K. (1999). The accessibility of conceptual number to the processes of subject-verb agreement in English. Journal of Memory and Language 41, 560-78.
6. Fayol, M., Hupet, M. & Largy, P. (1999). The acquisition of subject-verb agreement in written French. From novices to experts' errors. Reading and Writing 11, 153-74.
7. Fayol, M., Largy, P. & Lemaire, P. (1994). Subject-verb agreement errors in French. Quarterly Journal of Experimental Psychology 47, 437-64.
8. Fayol, M., Thévenin, M. G., Jarousse, J. P. & Totereau, C. (1999). From learning to teaching to learn French written morphology. In T. Nunes (ed.), Learning to read: An integrated view from research and practice, 43-64. Dordrecht, The Netherlands: Kluwer.
9. Graves, M. & Koziol, S. M., Jr. (1971). Noun plural development in primary grade children. Child Development 42, 1165-73.
10. Kemp, N. & Bryant, P. (2003). Do becz buzz? Rule-based and frequency-based knowledge in learning to spell plural -s. Child Development 74, 63-74.
11. Lambert, E. & Chesnet, D. (2001). NOVLEX. Une base de données lexicales pour les élèves de primaire. L'Année psychologique 101, 277-88.
12. Largy, P., Fayol, M. & Lemaire, P. (1996). The homophone effect in written French: The case of verb-noun inflection errors. Language and Cognitive Processes 11, 217-55.
13. Martinet, C., Valdois, S. & Fayol, M. (2004). Lexical orthographic knowledge develops from the beginning of reading acquisition. Cognition 91, B11-822.
14. New, B., Brysbaert, M., Segui, J., Ferrand, L. & Rastle, K. (2004). The processing of singular and plural nouns in French and English. Journal of Memory and Language 51, 568-85.
15. Pacton, S., Fayol, M. & Perruchet, P. (2005). Children's implicit learning of graphotactic and morphological regularities in French. Child Development 76, 324-39.
16. Prasada, S. & Pinker, S. (1993). Generalizations of regular and irregular morphology. Language and Cognitive Processes 8, 1-56.
17. Read, C. (1986). Children's creative spelling, London: Routedge and Kegan Paul.
18. Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology 36, 321-39.
19. Seidenberg, M. S. & Gonnerman, L. M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences 4, 353-61.
20. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 55, 151-218.
21. Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology 73, 95-129.
22. Sterling, C. M. (1983). Spelling errors in context. British Journal of Psychology 74, 353-64.
23. Totereau, C., Barouillet, P. & Fayol, M. (1998). Overgeneralizations of number inflections in the learning of written French: the case of noun and verb. British Journal of Developmental Psychology 16, 447-64.
24. Totereau, C., Thévenin, M. G. & Fayol, M. (1997). Acquisition de la morphologie du nombre à l'écrit en français. In L Rieben, M. Fayol & C. Perfetti (eds), Des orthographes et leur acquisition, 147-65). Lausanne: Delachaux & Niestlé.