Learning different regularities: the acquisition of noun plurals by German-speaking children

Abstract

The acquisition of German noun plurals was examined on the basis of two-hour spontaneous speech samples from 6 children between 1;4 and 3;8 recorded every 5-6 weeks, and from 15 children recorded every 20 weeks. Adult speech was also sampled. Onset of use of plural forms was early, with variation in individual growth rates of type frequencies. Children used the different German plural markings from early on. Growth rates of type frequencies per different plural class corresponded to adult frequencies, with -n and -e plurals displaying fastest growth. At age 2;10 relative type frequencies per plural class differed from adult use, but not at age 3;8. Errors were produced from the beginning, with high error rates. Major error types, - n, - s, partial marking, and no marking did not differ in frequencies. Error patterns reflected the regularities of the German plural marking system.