Title

Do Children Interpret ‘Marked’ Comparative Adjectives as Their Opposites?

Document Type

Article

Publication Date

1-1-1976

Abstract

Children aged 2;6-4;o were asked questions containing comparative and superlative forms of adjectives from pairs designated as unmarked/marked or simply positive/negative. Children’s answers required a choice of one out of five objects. Differences in frequency of correct responses were generally greater between unmarked/marked pairs than between simple positive/ negative pairs, but the response of ‘greatest extent’ to marked adjective questions was seldom a significantly common error. Linguistic arguments for the unmarked/marked distinction in comparative adjectives are reviewed, and it is concluded that there is no linguistic or behavioural evidence for a marking explanation of children’s difficulty with ‘marked’ comparative adjectives.

DOI

10.1017/S030500090000725X

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