Search in Google Scholarīaayen, R.H., Davidson, D.J., & Bates, D.M.
ACT - A simple theory of complex cognition. Successful written subject-verb agreement: an online analysis of the procedure used by students in Grades 3, 5 and 12. Search in Google ScholarĪlamargot, D., Flouret, L., Larocque, D., Caporossi, G., Pontart, V., Paduraru, C., Morisset, P., & Fayol, M. Learning and Individual Differences, 21 (5), 505-516.
What makes a skilled writer? Working memory and audience awareness during text composition. These findings highlight the cost of switching between noun and verb agreement rules during the acquisition of grammatical number agreement and also how grammatical spelling acquisition can be improved at school.Īlamargot, D., Caporossi, G., Chesnet, D., & Ros, C. The results show that children learned better from the switching treatment than from the simple treatment. Teachers from grade 3 gave either a switching treatment (mixed noun and verb exercises) or a simple treatment (noun exercises followed by verb exercises). Based on these findings, Experiment 2 aimed to assess whether a switching treatment offers a greater opportunity to improve the acquisition of grammatical agreement production, as compared to a simple treatment.
The results showed that third- and fourth-grade children produced more erroneous agreements in the switching condition than in the repeating condition, showing that switching between rules comes at a cost, whereas fifth- and sixth-grade participants’ performance was not affected by the switching context. In Experiment 1, children from grade 3 to 6 were asked to fill in sentences with nouns and verbs in either a switching condition (noun followed by verb) or a repeating condition (noun followed by noun). This study clarifies the impact of switching context between noun and verb number agreement rules in written language production.
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