Commentary on Clahsen and Felser
In this article, the authors lay out an impressive body of evidence that supports two main claims. First, they favor the continuity hypothesis, according to which children's parsing mechanisms are essentially the same as adults'. Parsing strategies change little over time, and those change...
Gespeichert in:
| Veröffentlicht in: | Applied psycholinguistics 2006-01, Vol.27 (1), p.95-97 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 97 |
|---|---|
| container_issue | 1 |
| container_start_page | 95 |
| container_title | Applied psycholinguistics |
| container_volume | 27 |
| creator | Traxler, Matthew J. |
| description | In this article, the authors lay out an impressive body of evidence that supports two main claims. First, they favor the continuity hypothesis, according to which children's parsing mechanisms are essentially the same as adults'. Parsing strategies change little over time, and those changes that occur are attributed to differences in lexical processing efficiency and working memory capacity. Second, they suggest that there are substantial differences in the parsing strategies adopted by native speakers and adult learners of second languages. |
| doi_str_mv | 10.1017/S0142716406060188 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_910654352</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cupid>10_1017_S0142716406060188</cupid><ericid>EJ937987</ericid><sourcerecordid>991179641</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2522-22e7b4bf38d3606af40a1f273aaa6aadb6c0347229e7943e6186d16189f1e29a3</originalsourceid><addsrcrecordid>eNp1kF1LwzAUhoMoOKc_QPCieONVNSdJk-ZSyj7UocyPG29C2qba2Y8t2UD_vSkdExQJJIH3OYfnHIROAV8CBnH1hIERAZxh7g_E8R4aAOMyhBjEPhp0cdjlh-jIuQXGOCaEDFCQtHVtmrW2X0HbBEml351pAt3kwdhUzthjdFBo_znZvkP0Mh49J9Nw9jC5Sa5nYUYiQkJCjEhZWtA4p95AFwxrKIigWmuudZ7yDFMmCJFGSEYNh5jn4G9ZgCFS0yG66PsubbvaGLdWdekyU1W6Me3GKQmYR4xGxJPnv8hFu7GNl1PEjxVJTMFD0EOZbZ2zplBLW9Z-SgVYdRtTfzbma876GmPLbMePbiUVMhY-Dvu4dGvzucu1_VBcUBEpPpkrPp_fTx9f71TnSbcKuk5tmb-ZH9H_Jb4BEpWB5w</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>200859031</pqid></control><display><type>article</type><title>Commentary on Clahsen and Felser</title><source>Cambridge Journals</source><creator>Traxler, Matthew J.</creator><creatorcontrib>Traxler, Matthew J.</creatorcontrib><description>In this article, the authors lay out an impressive body of evidence that supports two main claims. First, they favor the continuity hypothesis, according to which children's parsing mechanisms are essentially the same as adults'. Parsing strategies change little over time, and those changes that occur are attributed to differences in lexical processing efficiency and working memory capacity. Second, they suggest that there are substantial differences in the parsing strategies adopted by native speakers and adult learners of second languages.</description><identifier>ISSN: 0142-7164</identifier><identifier>EISSN: 1469-1817</identifier><identifier>DOI: 10.1017/S0142716406060188</identifier><identifier>CODEN: APPSDZ</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>Adult Basic Education ; Adult Students ; Adults ; Children ; Commentaries ; Differences ; Foreign language learning ; Individual Differences ; Language Processing ; Lexical processing ; Linguistics ; Native Speakers ; Parsing ; Psychology of learning ; Second Language Learning ; Short Term Memory</subject><ispartof>Applied psycholinguistics, 2006-01, Vol.27 (1), p.95-97</ispartof><rights>2006 Cambridge University Press</rights><rights>Copyright Cambridge University Press, Publishing Division Jan 2006</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2522-22e7b4bf38d3606af40a1f273aaa6aadb6c0347229e7943e6186d16189f1e29a3</citedby><cites>FETCH-LOGICAL-c2522-22e7b4bf38d3606af40a1f273aaa6aadb6c0347229e7943e6186d16189f1e29a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0142716406360031/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,780,784,4024,27923,27924,27925,55628</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ937987$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Traxler, Matthew J.</creatorcontrib><title>Commentary on Clahsen and Felser</title><title>Applied psycholinguistics</title><addtitle>Applied Psycholinguistics</addtitle><description>In this article, the authors lay out an impressive body of evidence that supports two main claims. First, they favor the continuity hypothesis, according to which children's parsing mechanisms are essentially the same as adults'. Parsing strategies change little over time, and those changes that occur are attributed to differences in lexical processing efficiency and working memory capacity. Second, they suggest that there are substantial differences in the parsing strategies adopted by native speakers and adult learners of second languages.</description><subject>Adult Basic Education</subject><subject>Adult Students</subject><subject>Adults</subject><subject>Children</subject><subject>Commentaries</subject><subject>Differences</subject><subject>Foreign language learning</subject><subject>Individual Differences</subject><subject>Language Processing</subject><subject>Lexical processing</subject><subject>Linguistics</subject><subject>Native Speakers</subject><subject>Parsing</subject><subject>Psychology of learning</subject><subject>Second Language Learning</subject><subject>Short Term Memory</subject><issn>0142-7164</issn><issn>1469-1817</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2006</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNp1kF1LwzAUhoMoOKc_QPCieONVNSdJk-ZSyj7UocyPG29C2qba2Y8t2UD_vSkdExQJJIH3OYfnHIROAV8CBnH1hIERAZxh7g_E8R4aAOMyhBjEPhp0cdjlh-jIuQXGOCaEDFCQtHVtmrW2X0HbBEml351pAt3kwdhUzthjdFBo_znZvkP0Mh49J9Nw9jC5Sa5nYUYiQkJCjEhZWtA4p95AFwxrKIigWmuudZ7yDFMmCJFGSEYNh5jn4G9ZgCFS0yG66PsubbvaGLdWdekyU1W6Me3GKQmYR4xGxJPnv8hFu7GNl1PEjxVJTMFD0EOZbZ2zplBLW9Z-SgVYdRtTfzbma876GmPLbMePbiUVMhY-Dvu4dGvzucu1_VBcUBEpPpkrPp_fTx9f71TnSbcKuk5tmb-ZH9H_Jb4BEpWB5w</recordid><startdate>200601</startdate><enddate>200601</enddate><creator>Traxler, Matthew J.</creator><general>Cambridge University Press</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>88J</scope><scope>8BM</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>200601</creationdate><title>Commentary on Clahsen and Felser</title><author>Traxler, Matthew J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2522-22e7b4bf38d3606af40a1f273aaa6aadb6c0347229e7943e6186d16189f1e29a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2006</creationdate><topic>Adult Basic Education</topic><topic>Adult Students</topic><topic>Adults</topic><topic>Children</topic><topic>Commentaries</topic><topic>Differences</topic><topic>Foreign language learning</topic><topic>Individual Differences</topic><topic>Language Processing</topic><topic>Lexical processing</topic><topic>Linguistics</topic><topic>Native Speakers</topic><topic>Parsing</topic><topic>Psychology of learning</topic><topic>Second Language Learning</topic><topic>Short Term Memory</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Traxler, Matthew J.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Neurosciences Abstracts</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>ComDisDome</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Art, Design & Architecture Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Arts & Humanities Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Applied psycholinguistics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Traxler, Matthew J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ937987</ericid><atitle>Commentary on Clahsen and Felser</atitle><jtitle>Applied psycholinguistics</jtitle><addtitle>Applied Psycholinguistics</addtitle><date>2006-01</date><risdate>2006</risdate><volume>27</volume><issue>1</issue><spage>95</spage><epage>97</epage><pages>95-97</pages><issn>0142-7164</issn><eissn>1469-1817</eissn><coden>APPSDZ</coden><abstract>In this article, the authors lay out an impressive body of evidence that supports two main claims. First, they favor the continuity hypothesis, according to which children's parsing mechanisms are essentially the same as adults'. Parsing strategies change little over time, and those changes that occur are attributed to differences in lexical processing efficiency and working memory capacity. Second, they suggest that there are substantial differences in the parsing strategies adopted by native speakers and adult learners of second languages.</abstract><cop>New York, USA</cop><pub>Cambridge University Press</pub><doi>10.1017/S0142716406060188</doi><tpages>3</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0142-7164 |
| ispartof | Applied psycholinguistics, 2006-01, Vol.27 (1), p.95-97 |
| issn | 0142-7164 1469-1817 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_910654352 |
| source | Cambridge Journals |
| subjects | Adult Basic Education Adult Students Adults Children Commentaries Differences Foreign language learning Individual Differences Language Processing Lexical processing Linguistics Native Speakers Parsing Psychology of learning Second Language Learning Short Term Memory |
| title | Commentary on Clahsen and Felser |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-08T04%3A51%3A35IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Commentary%20on%20Clahsen%20and%20Felser&rft.jtitle=Applied%20psycholinguistics&rft.au=Traxler,%20Matthew%20J.&rft.date=2006-01&rft.volume=27&rft.issue=1&rft.spage=95&rft.epage=97&rft.pages=95-97&rft.issn=0142-7164&rft.eissn=1469-1817&rft.coden=APPSDZ&rft_id=info:doi/10.1017/S0142716406060188&rft_dat=%3Cproquest_cross%3E991179641%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=200859031&rft_id=info:pmid/&rft_cupid=10_1017_S0142716406060188&rft_ericid=EJ937987&rfr_iscdi=true |