European Portuguese Children Research Articles

Exploring the impact of the COVID-19 lockdown on pre-reading skills among Portuguese children

IntroductionAlthough it could be expected that the COVID-19 pandemic impacted preschool children’s abilities associated with later reading skills, research has not yet addressed the topic. Our study focused on the impact of the pandemic on phonological awareness (PA) and rapid automatized naming (RAN) abilities that have been shown to reliably predict later reading skills.MethodsA cohort of 82 typically developing European Portuguese children (mean age = 64.5 months, SD = 3.47), enrolled in their last year of preschool and dramatically affected by COVID-19 lockdowns, were assessed for PA and RAN skills.ResultsCompared to pre-pandemic normative data, our findings revealed lower average scores on the PA subtest (t = −10.85; p < 0.001; d = 1.62) and comparable average scores on the RAN task. A year later, the same group of children still exhibited lower scores on PA skills (t = 2.87; p = 0.005; d = 0.41). Furthermore, their word reading performance was also below the expected according to the normative pre-pandemic dataset (t = −2.69; p = 0.008; d = 0.29). A further comparison between the preschoolers affected by the pandemic and a post-pandemic cohort from the same school setting (N = 25; mean age = 72.08 months, SD = 3.30) highlighted that the pandemic cohort had lower PA average scores than their post-pandemic peers (t = 12.27; p < 0.001; d = 2.66).DiscussionThese findings underscore the enduring impact of disrupted learning environments on pre-reading abilities among preschoolers. Consequently, they contribute to further the understanding of the effects of the pandemic on the learning progress of young children.

Adaptation and validation of the European Portuguese Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist.

As delays or disorders in early language and communication are the most prevalent symptom in children with disabilities, early screening is crucial to promote prevention, early diagnosis, and intervention. However, to the best of our knowledge, no screening tool is available for the joint assessment of early language and social communication skills in European Portuguese (EP)-learning children, which is critical for screening, monitoring and enrolment in appropriate early intervention services. (1) To adapt and validate the EP version of the Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist, a parental report for the screening of early language and social communication skills. (2) To conduct a cross-cultural comparison between the EP adaptation and the original US version. A total of 611 EP-learning children (ages 6-24 months) were assessed on the CSBS DP Infant-Toddler Checklist. Normative data, psychometric characteristics (i.e., internal consistency and test-retest reliability), and cross-cultural comparison between the EP and the original version were explored. Internal consistency ranged from good to excellent and the test-retest reliability was excellent. The performance of the EP and US samples matched on almost all scores. However, EP children performed significantly better than their American peers in the Social compositive at 22 months and in the Symbolic composite at 20 months. No further differences were found. These findings showed that the EP CSBS DP Infant-Toddler Checklist seems to be a reliable screening tool of communicative and symbolic behaviours for EP-learning children, which can be particularly relevant for decision-making in clinical practice. What is already known on the subject Early communication skills are known to be related to later language outcomes. Thus, screening tools for the early identification of children at risk for language and communication impairments, which may lead to monitoring and early intervention, have the potential to promote better outcomes. However, to the best of our knowledge, no screening tool is available for the assessment of early communication abilities in EP-learning children. What this paper adds to existing knowledge This study adapted and validated the EP CSBS DP Infant-Toddler Checklist, the first published parental report checklist for the assessment of early communication skills in EP. It described the psychometric characteristics of the adapted checklist, summarized the newly available normative data for EP-learning infants and toddlers, and compared the performance of EP-learning children with the original standardization sample reported for American English. The results demonstrated that this tool is a reliable instrument for the early screening of language, communicative and symbolic behaviours for EP-learning children between 6 and 24 months of age. What are the potential or actual clinical implications of this work? Given that early screening is crucial to promote prevention, early diagnosis and intervention, the availability of this tool is particularly relevant for children monitoring and their enrolment in appropriate early intervention services, helping decision-making in clinical practice, in line with current guidelines regarding early monitoring and intervention to promote and support better outcomes. Thus, the tool and related normative data will be useful for paediatricians, family doctors, primary healthcare providers, developmental psychologists and speech-language therapists, among other professionals in the healthcare and educational fields, concerned with speech, language, and communication development and impairments.

Compreensão de estruturas com movimento A´ em crianças com Perturbações do Espectro do Autismo

This investigation aims to study the comprehension of A´movement (wh-questions and relatives) in L1 European Portuguese children with Autism Spectrum Disorder (ASD), since previous research on syntactic abilities in ASD remains inconclusive. 24 Portuguese speaking children with ASD (aged 5;6 to 13;11), including children with low and high non-verbal IQ, were compared to 35 typically developing (TD) children. The comprehension of subject, object and oblique wh-questions and subject, object and oblique relatives was assessed via a picture selection task. Overall, ASD children seem to have more difficulties than the control group with these structures, although there were only statiscally significant differences between the control group and the experimental group in younger children. No significant differences were found between ASD children with low and high IQ, with heterogeneous behavior in both groups. The results are in line with the ones we find in studies with this population conducted in other languages that suggest that ASD may be associated with general language delays and that there is a dissociation between non-verbal IQ and the comprehension of syntactic structures.

Pediatric Voice Handicap Index (pVHI): Validation in European Portuguese Children

ObjectivesTo determine reliability and validity of the European Portuguese pVHI version (pVHI-EP). Study designCross-sectional design. MethodsThe pVHI-EP and the talkative and global voice assessment scales were administered to the caregivers of children aged from 3 to 16 years old with and without dysphonia. Reliability (internal consistency and test-retest) was analyzed. The validity analyses performed were: (1) content validity by analyzing the percentage of missing data; (2) construct validity with intraclass correlation coefficients among pVHI-EP domains and overall score; (3) concurrent validity was conducted between pVHI-EP, the caregivers’ judgment of the child's voice severity on a visual analog scale and the Speech-Language Pathologist perceptual voice assessment; (4) known-groups validity between children with and without dysphonia, and (5) predictive validity by calculating receiver operating characteristics, sensitivity and specificity and determining cut-off points. ResultsA total of 283 children (61.5% boys, mean age 8.3 years) participated in the study. The pVHI-EP showed an excellent internal consistency for the pVHI-EP total data. Strong to moderate test-retest reliability confirms pVHI-EP reproducibility. Excellent to good intraclass correlation coefficients between the pVHI-EP overall and the domains confirms its construct validity. Weak to moderate concurrent validity with visual analog scale and Speech-Language Pathologist perceptual voice assessment was confirmed. The pVHI-EP significantly distinguished two groups of different voice conditions. A cut-off point of 10.5 with 95.9% sensitivity and 92.5% specificity was determined for the overall score of the pVHI-EP. ConclusionsThe pVHI-EP is a reliable and valid caregiver voice outcome tool for EP children with dysphonia.

Phonological characteristics of European and Brazilian Portuguese in children with Speech Sound Disorders

ABSTRACT This study aims to describe and compare the phonological characteristics of European Portuguese and Brazilian Portuguese preschool and school age children with Speech Sound Disorders (SSD). Speech samples for the European Portuguese Group (EPG) (n = 13) were collected using Subteste Fonético e Fonológico of Teste Fonético e Fonológico Avaliação da Linguagem Pré-Escolar. For the Brazilian Portuguese Group (BPG) (n = 13) Prova de Nomeação de Fonologia of Teste de Linguagem Infantil ABFW was applied. Different phonological measures were considered. Groups were matched according to sex, age, and percentage of correct consonants (revised). EPG presented more weak syllable deletion (p = .00); absolute index and relative index had a higher number of omissions (p = .003). BPG had more substitutions (p = .004). Intragroup analysis showed differences between groups in the occurrence of phonological processes (p ≤ 0.00). The most occurring was gliding of liquids, cluster reduction and devoicing in both groups; for the absolute index and relative index, the EPG presented differences in omission (p = .003), and the BPG in substitution (p = .002). Results suggested differences between groups in phonological processes occurrence and a relation with the most frequent type of error. These findings may occur due to the variation of phonetic and phonological characteristics between European Portuguese and Brazilian Portuguese in the two phonological tests. Linguistic variations had not directly influenced the measures studied, which characterized SSD. European Portuguese and Brazilian Portuguese children with SSD demonstrated similar characteristics as to the type of errors and phonological processes.

The relationship between developmental language disorder and dyslexia in European Portuguese school-aged children

ABSTRACT Developmental Language Disorder (DLD) [Also referred to as Specific Language Impairment (SLI)] and dyslexia are neurodevelopmental disorders which show similar behavioral manifestations. In this study, between-group comparisons and frequency analysis were combined to investigate the relationship between DLD and dyslexia. European Portuguese children aged 7–10 years, with DLD (N = 7) or dyslexia (N = 11) were recruited and compared to age-matched typically developing (TD) children (N = 21) on phonological processing, language andf literacy measures. The between-group comparison revealed that for phonological processing, the clinical groups scored significantly below TD children on most tasks, yet the DLD group performed similarly to TD children for RAN speed and digit span. The clinical groups did not statistically differ in their phonological processing abilities. For language abilities, children with dyslexia did not differ from TD children, whilst children with DLD performed significantly below TD children on all measures and significantly below children with dyslexia for vocabulary. Finally, for literacy measures, there were no statistical differences between clinical groups which underperformed on all measures when compared to TD children. The frequency analysis showed that children with DLD exhibited a lower prevalence of RAN difficulties when compared to children with dyslexia, whilst children with DLD tended to show more frequent nonword repetition and phoneme deletion deficits. Additionally, whilst children with DLD consistently showed more prevalent language impairments, both clinical groups demonstrated similar prevalence rates of literacy deficits compared to TD children. These findings lend support to the additional deficit model as children with DLD show more severe and prevalent language impairments than those with dyslexia, despite similar phonological and literacy difficulties.

The BioVisualSpeech Corpus of Words with Sibilants for Speech Therapy Games Development

In order to develop computer tools for speech therapy that reliably classify speech productions, there is a need for speech production corpora that characterize the target population in terms of age, gender, and native language. Apart from including correct speech productions, in order to characterize the target population, the corpora should also include samples from people with speech sound disorders. In addition, the annotation of the data should include information on the correctness of the speech productions. Following these criteria, we collected a corpus that can be used to develop computer tools for speech and language therapy of Portuguese children with sigmatism. The proposed corpus contains European Portuguese children’s word productions in which the words have sibilant consonants. The corpus has productions from 356 children from 5 to 9 years of age. Some important characteristics of this corpus, that are relevant to speech and language therapy and computer science research, are that (1) the corpus includes data from children with speech sound disorders; and (2) the productions were annotated according to the criteria of speech and language pathologists, and have information about the speech production errors. These are relevant features for the development and assessment of speech processing tools for speech therapy of Portuguese children. In addition, as an illustration on how to use the corpus, we present three speech therapy games that use a convolutional neural network sibilants classifier trained with data from this corpus and a word recognition module trained on additional children data and calibrated and evaluated with the collected corpus.

Assessing State-Anxiety in European Portuguese Children and Adolescents: Adaptation and Validation of the State Anxiety Scale for Children

We present an initial validation of the State Anxiety Scale for Children (SASC) for Portuguese children and adolescents. No significant differences were found between sexes and among school cycle groups. The data revealed good psychometric properties and the ‘anxiety-absent’ and ‘anxiety-present’ factors were confirmed. Potential applications of the instrument are presented.

Aplicação de uma prova brasileira de vocabulário expressivo em crianças falantes do Português Europeu

Objective to investigate the performance of European Portuguese children in a Brazilian test of expressive vocabulary, seeking to identify differences between age groups and gender, and to verify its applicability in this population. Methods the sample consisted of 150 typical developed children, of both genders, between the ages of 5 and 6. All children attended public schools in the north area of Portugal. To assess the semantic performance, the expressive vocabulary sub-test of the language test (ABFW) was used, considering the percentage of usual verbal assignments and the classification (adequate/inadequate) according to the Brazilian reference values. Results the performance of the European Portuguese children indicated that at age 6 they have a higher percentage of correct answers in expressive vocabulary. As for the gender, there were only occasional differences: the girls showed a greater dominance in the semantic fields of clothing (both ages) and furniture and utensils (at age 5), whereas the boys showed more dominance in the semantic field means of transportation (6 years). Regarding classification, there was no difference between age groups in overall performance. Only the semantic field shapes and colors had more individuals of 6 years with inadequate performance. Conclusion the reference values adopted in the Brazilian population for semantic performance indicated that more than 80% of the children of each age group could have their performance classified as adequate. Such evidence suggests that this tool shows potential as an instrument of quantitative vocabulary's assessment of 5 and 6-years old children in European Portuguese.

The Role of Input Factors in the Lexical Development of European Portuguese as a Heritage Language in Portuguese–German Bilingual Speakers

In light of previous research on early bilingualism, this study investigates whether 6–11-year-old child heritage speakers (HSs) of European Portuguese (EP), living in Germany, show patterns of lexical development similar to those of monolingual EP children, both in terms of vocabulary size and of lexical composition. Moreover, it assesses the role of factors related to the quantity and quality of the input in the HSs’ lexical development in EP. Twenty-three bilingual and 21 monolingual children were tested on a semi-spontaneous oral production task. The collected data were used to build a corpus composed of three subcorpora (nouns, verbs, adjectives), which served as a basis for between- and within-group comparisons. Information regarding the HSs’ language experience was collected by means of a parental questionnaire. Results revealed significant between-group differences concerning the total corpus and the subcorpora of nouns and verbs. Within-group comparisons showed that both groups produced significantly more nouns than verbs and more verbs than adjectives. Correlation analyses revealed that the HSs’ lexical knowledge is significantly correlated with the input and output quantity at home as well as with the number of EP-speaking parents. Parents emerge as the key players in the acquisition of EP as a heritage language.

Does the animacy of the antecedent play a role in the production of relative clauses?

In previous studies that included elicited production and comprehension tasks (Costa, Lobo and Silva 2011), it has been shown that there is a high discrepancy between the rates of production of subject relative clauses vs. object relative clauses both in children and adults, but the two groups differed qualitatively. In the comprehension task, adults performed very well, unlike children, who had trouble with object relative clauses. This points to a specific difficulty with structures that involve intervention (Friedmann, Belletti and Rizzi 2009). In the present study, we investigated the role of animacy features of the antecedent in the production of object relative clauses, and specifically whether the production of object relatives would be higher with inanimate antecedents. Previous studies have mentioned the animacy features of the arguments as relevant (Correa 1994; Goodluck 2005; Kidd et al. 2007; Durrleman, Bentea and Guasti 2016). We explore the relevance of the findings for the discussion on the nature of the asymmetry between subject and object relative clauses. We analyze data from a spontaneous production corpus of a young European Portuguese speaking child that confirm that object relatives often have inanimate antecedents. We also conducted an elicited production task, inspired on Novogrodsky and Friedmann 2006, which elicited relative clauses manipulating the animacy of the antecedent. 42 European Portuguese children aged 4 to 6 participated in this task, as well as a control group of 20 adults. Results from the elicited production task show a higher production of object relatives with inanimate antecedents in both groups, although the difference was only significant for the adults. We conclude that the animacy of the antecedent is a feature that may play a role in the production of relatives. --------------------------------------------------------------------------------- A ANIMACIDADE DO ANTECEDENTE DESEMPENHA UM PAPEL NA PRODUCAO DE ORACOES RELATIVAS? Em estudos anteriores que incluiram tarefas de compreensao e de producao induzida (Costa, Lobo and Silva 2011), mostrou-se que ha uma assimetria consideravel entre as taxas de producao de oracoes relativas de sujeito e de objeto, quer nas criancas, quer nos adultos, mas os dois grupos apresentaram diferencas qualitativas. Na tarefa de compreensao, os adultos tiveram um desempenho muito bom, ao contrario das criancas, que tiveram dificuldade com oracoes relativas de objeto. Estes resultados suportam a hipotese de que ha uma dificuldade especifica com estruturas que envolvem intervencao (Fried mann, Belletti and Rizzi 2009). No presente trabalho, investigamos o papel de tracos de animacidade do antecedente na producao de relativas de objeto, mais especificamente, investigamos se a producao de oracoes relativas de objeto aumenta com antecedentes nao animados. Trabalhos anteriores mencionaram a relevância dos tracos de animacidade dos argumentos (Correa 1994; Goodluck 2005; Kidd et al. 2007; Durrleman, Bentea and Guasti 2016). Exploramos a relevância destes resultados para a discussao sobre a natureza da assimetria entre oracoes relativas de sujeito e de objeto. Analisamos dados de producao espontânea de uma crianca falante de portugues europeu que confirmam que a maioria das oracoes relativas de objeto produzidas pela crianca tem antecedentes nao animados. Aplicamos ainda uma tarefa de producao induzida, inspirada em Novogrodsky and Friedmann 2006, que induzia a producao de oracoes relativas manipulando a animacidade do antecedente. Participaram na tarefa 42 criancas falantes de portugues europeu com idades entre os 4 e os 6 anos e um grupo de controlo de 20 adultos. Os resultados mostram que existe uma producao de relativas de objeto mais elevada com antecedentes nao animados, ainda que a diferenca tenha sido significativa apenas no grupo dos adultos. Concluimos que a animacidade do antecedente e um fator que desempenha um papel na producao de relativas. --- Artigo em ingles. --- DOI: http://dx.doi.org/10.12957/matraga.2017.28710

The Trait Anxiety Scale for Children: A validation study for European Portuguese children and adolescents

The State-Trait Anxiety Inventory for Children is a self-report instrument inspired on the State-Trait theory extended by Spielberger that measures a momentary state of anxiety (state) and a stable tendency to experience anxiety (trait). This study presents an exploratory adaptation of the Trait Scale and provides its psychometric properties for European Portuguese children and adolescents. The influence of sex and age were also explored. Our sample, composed of 402 participants aged 8–14 years, revealed a mean anxiety value of 28.37 (SD = 5.99). As expected, females revealed higher levels of anxiety than boys. Higher anxiety was obtained in our youngest group as compared to the oldest group. The exploratory factor analysis led to retaining only 16-items that presented acceptable adjustment to a one-factorial solution. Good indexes were obtained in the confirmatory analysis. The results also revealed good internal consistency and good test-retest reliability. Our results provide initial evidence that this scale is adequate to measure trait-anxiety in European Portuguese young people.

Ambiguidade pronominal em orações adverbiais do português europeu: crianças vs. adultos

This paper investigates how European Portuguese children interpret null and overt subject pronouns of adverbial clauses when there are two potential antecedents in the main clause, in order to find out how early the preferred readings are acquired in European Portuguese for each type of pronoun. Our results show that the control group of adults behaves as expected, choosing more often subject antecedents for null subjects and non-subject antecedents for subject pronouns, but children are predominantly at chance. The preferred interpretation for null subjects is acquired earlier than the one for overt pronouns and anaphoric contexts are acquired earlier than cataphoric ones. We attribute this developmental pattern to the fact that null pronouns are morphosyntactically more deficient and less dependent on semantic, discourse and prosodic factors, and to processing constraints related to the linear position of the antecedent.

Influence of Demographic Variables on Metalinguistic Skills

Background/Aims: The existing literature reports no clear patterns for the influence of extralinguistic variables on MSs because they vary across languages. Therefore, the current study addresses this issue by analyzing the development of MSs at the beginning of formal schooling and by determining the extent to which demographic variables affect metalinguistic development in normally developing European-Portuguese (EP) children. Methods: The sample included 80 EP first graders aged 6;00-6;11 years who presented a normal linguistic development. The Language Test - Preschool Language Assessment (TL-ALPE) was used to assess MSs in the domains of semantic, structural, and phonological awareness. Results: At the beginning of formal schooling, only one phonological awareness task involving syllables was considered to be acquired and established among all metalinguistic tasks elicited. Significant group differences were not found for the demographic variables of gender, socioeconomic status, and ecological setting. Conclusion: These findings contribute to the increasing literature on MSs. The reference information provided is important for accurately identifying school-aged children with language impairment.

Ambiguidade pronominal em orações adverbiais do português europeu: crianças vs. adultos

This paper investigates how European Portuguese children interpret null and overt subject pronouns of adverbial clauses when there are two potential antecedents in the main clause, in order to find out how early the preferred readings are acquired in European Portuguese for each type of pronoun. Our results show that the control group of adults behaves as expected, choosing more often subject antecedents for null subjects and non-subject antecedents for subject pronouns, but children are predominantly at chance. The preferred interpretation for null subjects is acquired earlier than the one for overt pronouns and anaphoric contexts are acquired earlier than cataphoric ones. We attribute this developmental pattern to the fact that null pronouns are morphosyntactically more deficient and less dependent on semantic, discourse and prosodic factors, and to processing constraints related to the linear position of the antecedent.

Input variability and late acquisition: Clitic misplacement in European Portuguese

This paper reports a study on the acquisition of clitic placement by European Portuguese children aged 5, 6 and 7, using an elicitation task. Contrarily to what has been found for other languages, where children correctly place clitic pronouns from a very early age, our results show that European Portuguese children still misplace clitics at age 7, although there is a developmental effect from 5 to 7: they overuse enclisis in proclisis contexts, but not the other way round. This confirms previous studies based on spontaneous production. Our study shows, however, that: i) the rates of clitic misplacement are not identical in all proclisis contexts; ii) proclisis is acquired earlier in some contexts; iii) the contexts that are harder to acquire are the ones where we find more variability in the adult control group, and where diachronic data are not so categorical. We argue that, since clitic placement in European Portuguese is not linked to the finite/non finite distinction, there is a slower developmental path, reflecting the complexity of the input and the specific properties of lexical items and syntactic contexts.

ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks

In this article, we introduce ESCOLEX, the first European Portuguese children's lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children's grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009-1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156-166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children's developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases .

Standardization of a Phonetic-Phonological Test for European-Portuguese Children

Objective: To develop and standardize a phonetic-phonological test (Teste Fonético-Fonológico-Avaliação da Linguagem Pré-Escolar, TFF-ALPE) for the assessment of European-Portuguese (EP) children’s articulation and phonological abilities. Patients and Methods: In order to standardize TFF-ALPE, 768 children aged 3;0–6;11 participated in this study. The standardization, validity and reliability of TFF-ALPE were analyzed. Results: TFF-ALPE presents strong cohesion and has strong inter- and intrajudge reliability. There was also a strong correlation between the TFF-ALPE data and those obtained in other studies. The content validity was demonstrated by the description of the test domain and the items that comprise TFF-ALPE. Conclusion: TFF-ALPE is a valid and reliable phonetic-phonological assessment instrument that speech-language pathologists can use with EP-speaking children.

Sentence-final word completion norms for European Portuguese children and adolescents

This study presents a set of sentence contexts and their cloze probabilities for European Portuguese children and adolescents. Seventy-three sentence contexts (35 low- and 38 high-constraint sentence stems) were presented to 90 children and 102 adolescents. Participants were asked to complete the sentence contexts with the first word that came to mind. For each sentence context, responses were listed and cloze probabilities of the words that were chosen to complete the sentence context were computed. Additionally, idiosyncratic and invalid responses (structural and semantic errors) were analyzed. A high degree of consistency in responses among the two age samples (children and adolescents) was found, along with a decrease of idiosyncratic and invalid responses in older participants. These results shed light on age-related changes in the effects of linguistic context on word production, and also in knowledge's representation. The full set of norms may be downloaded from http://brm.psychonomic-journals.org/content/supplemental.

L1 acquisition across Portuguese dialects: Modular and interdisciplinary interfaces as sources of explanation

This study investigates the child (L1) acquisition of properties at the interfaces of morpho-syntax, syntax-semantics and syntax-pragmatics, by focusing on inflected infinitives in European Portuguese (EP). Three child groups were tested, 6–7-year-olds, 9–10-year-olds and 11–12-year-olds, as well as an adult control group. The data demonstrate that children as young as 6 have knowledge of the morpho-syntactic properties of inflected infinitives, although they seem at first glance to show partially insufficient knowledge of their syntax–semantic interface properties (i.e. non-obligatory control properties), differently from children aged 9 and older, who show clearer evidence of knowledge of both types of properties. However, in general, both morpho-syntactic and syntax–semantics interface properties are also accessible to 6–7-year-old children, although these children give preference to a range of interpretations partially different from the adults; in certain cases, they may not appeal to certain pragmatic inferences that permit additional interpretations to adults and older children. Crucially, our data demonstrate that EP children master the two types of properties of inflected infinitives years before Brazilian Portuguese children do ( Pires and Rothman, 2009a,b), reasons for and implications of which we discuss in detail.