You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
English Pluralization Rules of Six-Year-Old Children
Moshe Anisfeld and G. Richard Tucker
Vol. 38, No. 4 (Dec., 1967), pp. 1201-1217
Stable URL: http://www.jstor.org/stable/1127118
Page Count: 17
You can always find the topics here!Topics: Children, Allomorphs, Trade names, Child psychology, Nouns, Words, Adopted children, Child development, Nonsense
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Productive and receptive control of pluralization rules was investigated by asking 6-year-old children to give nonsense names to cartoon animals. In Production tasks, the child was told the name for a single animal and required to produce the plural form, or vice versa. Children made more errors with syllables requiring the addition or deletion of the /iz/ allomorph than with syllables requiring either /s/ or /z/. The greater difficulty with the /iz/ marker was attributed to its infrequency in the child's language, and to the plural-sounding endings of singular nouns which take this allomorph. In Recognition tasks, however, the child, required to match pictures with names, made fewer errors with /z/ than with either /s/ or /iz/. The frequency and dependability of /z/ as a marker of plurality helped explain its low error rate in Recognition tasks. Other studies indicated that the child has abstracted the general rule that pluralization involves lengthening the singular form, and that he uses numbers as substitutes for the standard allomorphs of plurality.
Child Development © 1967 Society for Research in Child Development