The Acquisition of the Third Person Singular [-s]: A Case Study of Language-minority Children Attending an Irish Primary School
Why this work is in the frame
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Bibliographic record
Abstract
This study investigates the development of the third-person singular (3SG)[-s] morpheme in the spontaneous speech of five language minority children attending an Irish primary school, where the language of instruction is the second language (L2) of the subjects. Evidence from the study is discussed in the context of a number of theories which have been put forward in the literature to account for the development of the 3SG. Results support some of the predictions of the Optional Infinitive Theory, and would argue in favour of the Missing Surface Inflection Hypothesis. The parallel use of both finite and non-finite verbs in obligatory finite contexts is explored, and while the sporadic omission of the 3SG morpheme is similar to the sporadic omission of the genitive [-s] morpheme, the use of objective case marking ceasing in verbal projections yet continuing in nominal projections, questions the extent to which a parallel occurs between possessive and 3SG inflections.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.064 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it