Acceso usuarios
Pierre Largy
This experiment aims to investigate the stage during which « rule proceduralisation », with regard to nominal and verbal agreement, occurs. Analysing the performance obtained from children in their 2nd, 3rd and 4th years of primary school, in two types of tasks (write a dictated word (noun or verb) in context with its grammatical agreement ; identify and correct an error involving the same agreements), we found that there is a period (2nd and 3rd years of primary school) during which the children are more able to detect and correct an agreement error, than to produce the same agreement during word production. These results are explained in terms of the cognitive cost difference between these different activities. They show that the skill required in the production of inflection markers, used to indicate if the word is singular or plural, is preceded by another lesser known skill, in the area of spelling revision.
