Persona:
Sánchez Calderón, Silvia

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ORCID
0000-0002-1599-236X
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Sánchez Calderón
Nombre de pila
Silvia
Nombre

Filtros

2015 - 20192
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Fecha de finalización: 2019 × Fecha de inicio: 2015 ×

Resultados de la búsqueda

Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    Is there any difference between ‘She gave a book to her daughter’ and ‘she gave her daughter a book’? English-Spanish bilingual children’s acquisition of ditransitive constructions
    (Elsevier, 2015) Sánchez Calderón, Silvia::virtual::6590::600; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia
    The present study seeks to provide an answer for the syntactic dichotomy in the derivation of the so-called ditransitive constructions in line with their acquisition. The focus is placed on the ditransitive verb “give” as it appears in the spontaneous production of three Spanish/English bilingual children. The analysis of the data tries to establish whether the acquisition of ditransitive structures complies with the Uniformity of Theta Assignment Hypothesis, Case Theory and the input to which children are exposed. Our findings have confirmed that the latter is the most reliable index which determines the order of acquisition.
  • Miniatura
    Publicación
    ¿Existen diferencias entre niñas y niños en la adquisición de primeras lenguas? Las estructuras de alternancia del dativo en español en datos de adquisición monolingüe
    (Universitatea de Vest din Timisoara, 2019) Sánchez Calderón, Silvia::virtual::6236::600; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia
    This study investigates the biological gender differences (girls and boys) in the monolingual acquisition of dative alternation (DA) constructions in Spanish (dative clitic doubled [DCLD] structures and a/para-datives). We expect that girls show an earlier emergence, and a higher incidence, in the production of Spanish DA, when compared to boys’ data (Cornett 2014 and Lovas 2011), regardless of the syntactic relationship between the two DA structures. We also examine the role played by adult input in monolingual girls’ and in monolingual boys’ production of Spanish DA constructions. In order to shed light on these issues, we analyze spontaneous production data from six girls and three boys, and the adults that interact with them, as available in CHILDES (MacWhinney 2000). Our findings reveal that monolingual girls and monolingual boys exhibit analogous patterns in the acquisition of the syntactic non-derivational relationship between DCLD and a/para-datives, as seen in their similar emergence at around the age of 2. Biological gender differences are not reflected either in the lower incidence of a/para-datives, which suggests that these patterns could be explained by the frequency of exposure to these structures in the adult input.