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Word 14: 150–177. A. & Slobin, D. I. 1994. Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale NJ: Lawrence Erlbaum Associates. Bernstein Ratner, N. 2000. Elicited imitation and other methods for the analysis of trade-offs between speech and language skills in children. In Methods for Studying Language Production, L. Menn & N. Bernstein Ratner (eds), 291–312. Mahwah NJ: Lawrence Erlbaum Associates. 31 32 Sonja Eisenbeiss Blom, E. 2007. Modality, Infinitives and finite bare verbs in Dutch and English Child Language.

G. animals acting in a “funny” way. Moreover, creating additional stimuli for follow-up studies tends to be easier for abstract stimuli as one does not have to worry whether actors or locations for photo/video-shootings might change or become unavailable. Finally, researchers should take into account that adult learners sometimes find cartoon-like stimuli or toys too childish whereas children are usually happy to look at photographs or real objects. Thus, for L1/L2-comparisons, more realistic stimuli are preferred as they are acceptable for all participants.

In contrast, if priming only occurs when prime and target involve the same verb or other lexical material, this suggests that the grammatical representation that the prime pre-activates is not abstract, but rather lexically bound. Thus, syntactic priming experiments can be used to study L1/L2-learner’s grammatical representations (Chang et al. 2006; Kim & McDonough 2008 and studies cited there). Input/feedback-experiments investigate which type of input or feedback affects learners’ linguistic development.

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