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Does every child produce "every" correctly?

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dc.contributor.authorAltreuter, Emily
dc.contributor.authorde Villiers, Jill G
dc.contributor.departmentSmith College
dc.contributor.departmentSmith College
dc.date2023-09-24T00:58:19.000
dc.date.accessioned2024-04-26T08:09:13Z
dc.date.available2024-04-26T08:09:13Z
dc.date.issued2006-01-01
dc.description.abstractIn this paper, we examine the classic phenomena associated with children's interpretation of "every" and present an experimental study that looks at production and comprehension in the same children. Children in the age range five through seven years apparently do not have full competence in producing sentences containing "every." Their mistakes in comprehension carry over to their production. Although these data are insufficient to decide among the three accounts examined, we hope to have inspired researchers to include production data in their models of how children learn "every" and other quantifiers.
dc.description.pages1-20
dc.identifier.urihttps://hdl.handle.net/20.500.14394/544
dc.relation.ispartofUniversity of Massachusetts Occasional Papers: Current issues in first language acquisition
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1009&context=aae_delv&unstamped=1
dc.source.statuspublished
dc.subjectchild language
dc.subjectquantifiers
dc.titleDoes every child produce "every" correctly?
dc.typearticle
dc.typearticle
digcom.contributor.authorAltreuter, Emily
digcom.contributor.authorde Villiers, Jill G
digcom.identifieraae_delv/10
digcom.identifier.contextkey15265449
digcom.identifier.submissionpathaae_delv/10
dspace.entity.typePublication
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