The acquisition of finite complement clauses in English: A corpus-based analysis

2001

220 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4613c496d6838e9483476c701382dd7fa04edb10

Citations in the corpus

• Development of word order in German complement-clause constructions: Effects of input frequencies, lexical items, and discourse function (2010, unknown): “However, Diessel and Tomasello (2001) argued that it is still the complement clause that contains the main proposition in these complex structures.”
• A comparison of book text and Child Directed Speech (2013, unknown): “For example, Diessel and Tomasello (2001) suggest that English-speaking children’s earliest Complex constructions involve the combination of a formulaic matrix clause (e.g.”
• Linguistic cues facilitate children’s understanding of belief-reporting sentences (2021, unknown): “…were interpreting the entire sentence including both its main verb and complement, rather than interpreting the complement-taking sentences parenthetically by treating the complement as a true assertion as suggested by some previous research (Bloom et al., 1989; Diessel & Tomasello, 2001).”
• What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality (2003, unknown): “Thus, Diessel and Tomasello (2001) followed in longitudinal detail five children's mastery of these constructions.”
• Constructions of Intersubjectivity: Discourse, Syntax, and Cognition (2007, unknown): “…relations such as subject and object are irrelevant for describing finite complementation; instead, he argues that the matrix clause (or, following Diessel and Tomasello (2001) and Thompson (2002), the ‘complement-taking clause’ or ‘CT-clause’) functions at level S (the intersubjective dimension…”
• Beyond formalities: The case of language acquisition (2005, unknown): “The same general processes also apply to complex constructions such as sentential complements and relative clauses, which are often organized early in development around specific item-based frames and develop into more abstract constructions only gradually (Diessel and Tomasello 2000, 2001).”
• Examining the role of lexical frequency in the acquisition and processing of sentential complements (2006, unknown): “This conclusion stands somewhat in contrast to the conclusions drawn from studies of children's naturalistic speech (Bloom et al., 1989; Diessel & Tomasello, 2001), although it does not explicitly argue against the mechanisms by which these researchers argue children acquire language.”