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Category: Project

Description: The ability to process plural marking of nouns is acquired early on: at a very young age, children are able to understand if a noun represents one item or more than one. However, little is known about how the segmental characteristics of plural marking are used in this process. Using eye-tracking, we aim at understanding how five to almost twelve-year old children use the phonetic, phonological, and morphological information available to process noun plural marking in German (i.e., a very complex system) compared to adults. We expected differences with stem vowels, stem-final consonants or different suffixes, alone or in combination, reflecting different processing of their segmental information. Our results show that for plural processing: 1) a suffix is the most helpful cue, an umlaut the least helpful, and voicing does not play a role; 2) one cue can be sufficient and 3) school-age children have not reached adult-like processing of plural marking.