Input Effects on the Acquisition of Finiteness

Matthew Rispoli, Pamela Ann Hadley

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Gradual Morphosyntactic Learning (Rispoli & Hadley, 2011; Rispoli, Hadley & Holt, 2012) hypothesizes that children benefit from diversity in parent input and it also posits cross-morpheme facilitation, whereby learning one morpheme facilitates the acquisition of others. Thus, diversity in parent input for copula is should facilitate the acquisition of verb-s. 42 children were observed at 21, 30, and 36 months. A copula is input TTR was computed from parent input to children at 21 months, and this was positively correlated with child copula is productivity at 30 months. Children's accuracy in marking verb-s and past tense was assessed at 36 months with standardized probes (Rice & Wexler, 2001). Hierarchical multiple regression analyses revealed that parents' copula is input TTR accounted for unique variance in children's verb-s accuracy scores, but not verb past tense.
Original languageEnglish (US)
Title of host publicationSelected Proceedings of the 5th Conference on Generative Approaches to Language Acquisition North America (GALANA 2012)
EditorsChia-Ying Chu, Caitlin E Coughlin, Beatriz Lopez Prego, Utako Minai, Annie Tremblay
Place of PublicationSomerville, MA
PublisherCascadilla Proceedings Project
ISBN (Print)978-1-57473-463-8
StatePublished - 2014


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