Analysis of pronominal errors: a case-study.
The present paper reports a case-study of a normally developing boy who made pronominal errors for about ten months. Comprehension and production of first- and second-person pronouns were longitudinally examined from 1;7 to 2;10 to test three hypotheses concerning pronominal errors: pronominal errors are a result of either (a) semantic confusion, (b) simple imitation, or (c) confusion between self and others. The results showed that the child began using first- and second-person pronouns at about 1;8 and mastered the correct usage by 2;10. Consistent errors for the first- and the second-person pronouns were observed from 1;11 to 2;4, but proportions of errors occurring in his imitative language were low. The comprehension and production data clearly indicated that the child persistently made pronominal errors due to semantic confusion. That is, first-person pronouns referred to a person with whom the child conversed and second-person pronouns referred to himself.
Oshima-Takane
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Department of Psychology, McGill University, Montreal, P.Q., Canada.
D002663:Child Language; D002675:Child, Preschool; D003142:Communication; D006801:Humans; D007100:Imitative Behavior; D007223:Infant; D007804:Language Development; D007807:Language Tests; D008297:Male; D011578:Psycholinguistics; D012649:Self Concept; D012660:Semantics; D013060:Speech; D014705:Verbal Behavior