Abstract
AbstractProcess of acquisition of grammar was studied with 320 children randomly selected from 2nd, 4th, and 6th graders in three schools representing different socioeconomic backgrounds. Ss were individually presented 6 nonsense sentences and asked to guess the meaning of a stimulus word planted in each sentence. Two types of cues, grammatical and signal plus syntactic position, were provided to suggest three parts-of-speech (noun, verb, and modifier). Responses were classified either as homogeneous (proper grammatical identification) or heterogeneous.No difference was found in frequency of homogeneous responses with regard to children's socio-economic background. Significant differences were associated with increase in cue information and with increase in age.
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