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dc.contributor.authorKupisch, Tanja
dc.contributor.authorGeiß, Miriam
dc.contributor.authorMitrofanova, Natalia
dc.contributor.authorWestergaard, Marit
dc.date.accessioned2022-05-12T11:14:34Z
dc.date.available2022-05-12T11:14:34Z
dc.date.issued2022-03-04
dc.description.abstractWe investigate the acquisition of grammatical gender marking in German by monolingual children as well as German-Russian bilingual children who grow up in Germany as heritage speakers of Russian. We ask to what extent monolingual and bilingual children use phonological and/or structural cues to assign nominal gender, and to what extent they rely on lexical knowledge. To this end, we designed three experiments. Experiment 1 tests gender assignment with real nouns; Experiment 2 tests gender assignment to nonce nouns with the same set of noun-internal phonological cues as in Experiment 1, and in Experiment 3 we compare gender assignment to nonce nouns based on phonological vs. structural (agreement) cues when both types of cues are provided. Results show that children are significantly less successful when assigning gender to nonce nouns as compared to real nouns, which highlights the importance of lexical learning. At the same, we observe sensitivity to noun-internal phonological cues for both mono- and bilingual children. Bilingual children show similar patterns as monolingual children but different default strategies. For the bilingual children, we discuss the possibility of cue transfer from Russian to German. Finally, we observe that the role of structural (agreement) cues increases with age, while the role of noun-internal phonological cues decreases with age for the bilingual children, in line with previous findings from other languages.en_US
dc.identifier.citationKupisch T, Geiß M, Mitrofanova N, Westergaard M. Structural and phonological cues for gender assignment in monolingual and bilingual children acquiring German. Experiments with real and nonce words. Glossa: a journal of general linguistics. 2022en_US
dc.identifier.cristinIDFRIDAID 1993542
dc.identifier.doi10.16995/glossa.5696
dc.identifier.issn2397-1835
dc.identifier.urihttps://hdl.handle.net/10037/25102
dc.language.isoengen_US
dc.publisherOpen Library of Humanitiesen_US
dc.relation.journalGlossa: a journal of general linguistics
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.titleStructural and phonological cues for gender assignment in monolingual and bilingual children acquiring German. Experiments with real and nonce wordsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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