Compounding is not contingent on level-ordering in acquisition |
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| Institution: | 1. Université de Bourgogne, LEAD/CNRS, UMR5022, Pôle AAFE, 11 Esplanade Erasme, 21000 Dijon, France;2. CNRS, UMR5292, INSERM U1028, Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, Université of Lyon I, Lyon, France;3. Laboratoire de Psychologie et Neurocognition, CNRS UMR5105, Université Grenoble Alpes, Bâtiment Sciences de l''Homme et Mathématiques, BP47, 38040 Grenoble Cedex 9, France;1. George Washington University School of Nursing, Washington, DC 20006;2. Children''s Healthcare of Atlanta, Marcus Autism Center, Atlanta, GA 30329;3. Emory University Nell Hodgson Woodruff School of Nursing, Atlanta, GA 30322;4. Emory University Nell Hodgson Woodruff School of Nursing, Emory University Rollins School of Public Health, Atlanta, GA 30322 |
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| Abstract: | A popular explanation of children’s avoidance of regular plurals in non-head position of compounds has been that level-ordering is in place at the beginning of children’s acquisition of compounding Cognition 21 (1985) 73]. If this is true, then bilingualism should not make a difference. This study tested this possibility by comparing production of novel compound nouns in 25 monolingual English and 25 French-English bilingual children between the ages of 3 and 4 years. Bilingual children allowed regular plurals in non-head position significantly more often than monolinguals. This finding suggests that children can acquire compounding before learning to avoid plurals inside compounds. In discussing this finding, some reasons to doubt the existence of level-ordering are raised and possible alternatives are discussed. |
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