Showing papers by "Ira A. Noveck published in 2016"
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University of Cambridge1, University of Edinburgh2, University of the Basque Country3, Autonomous University of Barcelona4, University of Zagreb5, University of Cyprus6, Aalborg University7, University of Groningen8, University of Notre Dame9, University of Amsterdam10, University of Hertfordshire11, University of Tartu12, University of Oulu13, University of Lyon14, Tbilisi State University15, Leipzig University16, National and Kapodistrian University of Athens17, Bar-Ilan University18, University of Milano-Bicocca19, West Virginia University College of Law20, Tokyo University of the Arts21, University of Hong Kong22, University of Maryland, College Park23, Vytautas Magnus University24, University of Malta25, HELP University26, University of Bergen27, University of Oslo28, University of Warsaw29, Pedagogical University30, University of Belgrade31, Comenius University in Bratislava32, Koç University33, National University of Modern Languages34, City University of Hong Kong35, National Center for University Entrance Examinations36, Harvard University37
TL;DR: The extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition is considered and it is concluded that the two domains are largely distinct in this respect.
Abstract: Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier’s specific meaning. We investigate competence with the expressions for “all,” “none,” “some,” “some…not,” and “most” in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.
50 citations