English-Speaking Children’s Acquisition of Comparatives: Based on the CHILDES Database
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This study investigated English-speaking children’s acquisition of comparatives based on the CHILDES (Child Language Data Exchange System) Corpus. The type- and token-frequency and the type-per-token ratio (TTR) were calculated and compared on the two forms of English comparatives: ‘more + Adjective’ and ‘Adjective+-er’ to examine their developmental order and overgeneralization patterns. A total of 3,712 morphologically-tagged files of children of ages from one to seven were analyzed including 1,726,002-word USA files and 753,225-word UK files. The results of this corpus analysis showed that children started using 'Adjective+-er' at age one, and 'more + Adjective' at age two. The overgeneralization errors were also found at ages from two to six. Children made overgeneralization errors for both types (e.g., *gooder, *more big) with occurrences of double marking errors (e.g., *more bigger). American and British children showed different overgeneralization patterns, which was interpreted as an indication of input effects on children’s acquisition of comparatives.
Abstract
This study investigated English-speaking children’s acquisition of comparatives based on the CHILDES (Child Language Data Exchange System) Corpus. The type- and token-frequency and the type-per-token ratio (TTR) were calculated and compared on the two forms of English comparatives: ‘more + Adjective’ and ‘Adjective+-er’ to examine their developmental order and overgeneralization patterns. A total of 3,712 morphologically-tagged files of children of ages from one to seven were analyzed including 1,726,002-word USA files and 753,225-word UK files. The results of this corpus analysis showed that children started using 'Adjective+-er' at age one, and 'more + Adjective' at age two. The overgeneralization errors were also found at ages from two to six. Children made overgeneralization errors for both types (e.g., *gooder, *more big) with occurrences of double marking errors (e.g., *more bigger). American and British children showed different overgeneralization patterns, which was interpreted as an indication of input effects on children’s acquisition of comparatives.
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