On Recursive Modification in Child L1 French
Why this work is in the frame
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Bibliographic record
Abstract
This paper investigates nominal recursive modification (RM) in the L1 acquisition of French. Although recursion is considered the fundamental property of human languages, recursive self-embedding is found to be difficult for children in a variety of languages and constructions. Despite these challenges, the acquisition of RM proves to be resilient; acquirable even under severely degraded input conditions. From a minimalist perspective on the operations of narrow syntax, recursive embedding is essentially the application of a sequence of Merge operations (Chomsky 1995; Trotzke and Zwart 2014); therefore, given the universality of Merge, we do not expect to find cross-linguistic differences in how difficult recursion is. But if the challenging nature of recursion stems from factors which might differ from language to language, we expect different outcomes cross-linguistically. We compare new data from French to existing English data (Pérez-Leroux et al. 2012) in order to examine to what extent language-specific properties of RM structures determine the acquisition path. While children’s production differs significantly from their adult’s counterparts, we find no differences between French-speaking and English-speaking children. Our findings suggest that the challenging nature of recursion does not stem from the grammar itself and that what shapes the acquisition path is the interaction between universal properties of language and considerations not specific to language, namely computational efficiency.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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