荷兰语儿童对主题角色解读与形态语法转移

Abstract This study examined how first-language knowledge influences children’s comprehension of morphosyntactic cues for thematic role assignment. Twenty Dutch-speaking children (aged 10;0–12;0) completed a picture-selection task testing their interpretation of subject- and object-initial sentences constructed with pseudowords and the morphosyntax of either Dutch ( N = 6), German ( N = 7), or French ( N = 7). Dutch and French share comparable plural-noun marking, whereas Dutch and German share verb morphology. Children exposed to Dutch and French stimuli selected target images accurately in s