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Production of direct and indirect objects in monolingual French-speaking children

What is it about?

Cross-linguistic analysis reveals that children start to produce direct and indirect objects early on. We have shown that French-speaking children prefer to omit indirect objects for a longer period of time compared to direct objects. This paper examines the effects of structural asymmetry and highlights the importance of learning the verb's lexical content.

Why is it important?

Children possess the computational configuration of the target grammar. Our findings show that children have to learn the verb's lexical content in order to limit the scope of object omission.

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The following have contributed to this page:
Sophia Bello
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