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Longitudinal development of English morphology in French immersion children

Published online by Cambridge University Press:  28 November 2008

Vicky A. Gray  and
Catherine Ann Cameron
Vicky A. Gray*
Affiliation:
University of New Brunswick
Catherine Ann Cameron
Affiliation:
University of New Brunswick
*
Vicky A. Gray, Psychology Department, University of New Brunswick, Fredericton, New Brunswick, CanadaE3B 5A3
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Abstract

Development of plural and past tense morphological rules was examined longitudinally with 272 English-speaking children enrolled in French immersion or traditional English curricula. Children were tested in grades one through four on 18 items from Berko's test (1958). There were no performance differences between the two curriculum groups, girls performed better than boys, and there were correlations between intelligence and performance. Syllables requiring the plural /-z/ and past tense /-d/ and /-t/ were acquired earlier than those calling for /-∂z/ or /-∂d/. Inflection acquisition was orderly and sequential within subjects. By age 10 children began using adultlike irregular formations, but regular or overregularized forms preceded irregulars. Whereas basic rules were mastered by 10 years, more difficult forms were still developing.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 1 , Issue 2 , May 1980 , pp. 171 - 181
Copyright
Copyright © Cambridge University Press 1980

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References

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