I. Barriere | Long Island University, Brooklyn Campus (original) (raw)

Papers by I. Barriere

In recent decades there has been an outpouring of research into spoken and signed languages all o... more In recent decades there has been an outpouring of research into spoken and signed languages all over the planet. This research makes it evident that regardless of diversity of form, and regardless of expression in the vocal or manual modality, all human languages demonstrate common construction principles. Signed languages, more precisely described, make use of hands, face, and body to encode meaning. Contrary to widespread belief, such languages are not pantomimic and are not the same everywhere. Just as separate hearing communities have separate spoken languages, so do separate Deaf communities have separate signed languages. And just as both voice and body allow for depiction of various situations, neither is rich enough in iconic resources for the full range of contents that human beings want to communicate. Thus, every community, over time, has established conventions for making reference and producing propositional utterances that assert, deny, question, command, doubt, qualif...

The study of multilinguals is fundamental for linguistic research, since multilinguals constitute... more The study of multilinguals is fundamental for linguistic research, since multilinguals constitute the majority of the world population as well as a growing proportion of the population in many countries (McCabe et al. 2013; Gambino, Acosta, and Grieco 2014; Special Eurobarometer 386, 2012). We use the term multilingual to refer to speakers who know more than one language to a variable extent, regardless of when they learned those languages (thus encompassing simultaneous and sequential bilinguals, as well as secondlanguage speakers/learners and heritage speakers). The multilingual brain is dealing with more than one linguistic system, and thus theories of language structure and cognitive models of language development or processing must account for language use, processing, and acquisition by all people who know more than one language. The language abilities of multilinguals change throughout their lifetime, so our data need to capture differences in a person’s ability through time,...

Journal of Child Language, 2013

K. Abbot-Smith F. Adani N. Akhtar B. Ambridge M. Andren S. Armon-Lotem I. Arnon K. Aronsson F. Ar... more K. Abbot-Smith F. Adani N. Akhtar B. Ambridge M. Andren S. Armon-Lotem I. Arnon K. Aronsson F. Arosio S. Arunachalam K. Ballard I. Barriere A. Bean R. Berman R. Bijeljac-Babic K. Blaiser E. Blom S. Brandt A. Bunger T. Cameron-Faulkner C. Caprin L. Chan S. Chiat J. Choe V. Chondrogianni H. Clahsen E. Clark J. Coady E. Conwell C. Core J. Costa J. Crawford A. Cristia C. Davies B. Davis E. De Bree G. DeHart A. De Houwer H. De Mulder R. DePaolis L. de Ruiter J. de Villiers K.U. Deen E. O. Demir K. Demuth D. Derrick B. Dodd M. Doherty M. Donaldson W. Dressler P. Engelhardt K. Englund J. Evers-Vermeul L. Fabiano-Smith M. Fagan C. Fennell F. Filiaci D. Finneran C. Fisher S. Fitneva C. Floccia J. Forbes P. Foulkes R. Furman J. Gervain J. Gierut S. Gillis S. Glennen H. Goad L. Goffman A. Goldberg S. Goldin-Meadow H. Goodluck J. Goodman T. Goro P. Greenfield J. Gros-Louis R. Grossman M. T. Guasti C. Hamann P. Harris J. Hartshorne H. Hendriks M. Hickmann E. Hoff B. Höhle J. Hoover J. Horst A.A. Howard C.-F. Hu P. Indefrey R. Ingham D. Ingram E. Infantidou D. Jackson Jae Yung Song E. Johnson A. Karmiloff-Smith K. Kasparian D. Kavitskaya V. Kempe T. Keren-Portnoy G. Khattab C. Kidd E. Kidd K. Kinzler B. Kelly V. Kempe E. Kidd C. Kirk A. A. Koç L. Koenig B. Koymen S. Kristen A. Krott L. Kumin A. Langus J. Child Lang. 40 (2013), 1139–1140. f Cambridge University Press 2013 doi:10.1017/S0305000913000391

New Directions In Language Development And Disorders, 2000

Language Acquisition and Language Disorders, 2006

On the acquisition of ambiguous Valency-Marking Morphemes: insights from the acquisition of Frenc... more On the acquisition of ambiguous Valency-Marking Morphemes: insights from the acquisition of French SE Isabelle Barriere & Marjorie Perlman Lorch 1.Introduction The study reported here focuses on an ambiguous Valency-Marking Morpheme, the French clitic SE that appears in Reflexive and Reciprocal (with animate subjects), Anticausative (no implied agent) and Middle-Passive (implied agent) (with inanimate subjects). On the basis of cross-linguistic findings on the acquisition of argument structure, a modified version of Borer & Wexler (1987) Maturation Hypothesis is proposed and enables us to test three predictions on a) the order of acquisition of different types of SEconstructions, b) the manifestations of overgeneralizations of argument structure alternations produced by children and c) the order of acquisition of SE-constructions and be-passives. These hypotheses are tested using a range of research strategies, including a) the analyses of a large corpus of speech production (3 diary studies, 2 CHILDES corpora, 2 cross sectional corpora of children aged between 2-4 and 6-7) collected on 200 children and b) two experimental tasks: a comprehension task (act-out) using existing verbs and a grammaticality judgment task using nonsense verbs that were administered to 2 groups of children, 18 aged 3-4 and 18 aged 5-6, and to 10 adults. The results confirm the order of acquisition and the manifestations of overgeneralizations predicted by the Barriere Version of the Maturation Hypothesis. The relevance of this study for current accounts of the acquisition of argument structure-including

International Journal of Early Childhood, 1999

Este artŸ se basa en la evidencia obtenida del trabajo realizado dentro del proyecto 'Early Liter... more Este artŸ se basa en la evidencia obtenida del trabajo realizado dentro del proyecto 'Early Literacy Links' que explora la alfabetizaci£ temprana en Francia e Inglaterra. La informaci£ se obtuvo a trav› de cuestionarios, observaciones realizadas en guarderŸ y colegios primarios y entrevistas con los profesionales. El artŸ lleva la atenci£ a la idea de 'entrar en el mundo de la escritura' con la noci£ anglo-sajona de alfabetismo incipiente.

Journal of Child Language, 2009

K. Abbott-Smith L. Adamson N. Akatsuka N. Akhtar K. Alcock J. Andruski T. Au S. Baauw I. Barriere... more K. Abbott-Smith L. Adamson N. Akatsuka N. Akhtar K. Alcock J. Andruski T. Au S. Baauw I. Barriere M. Becker H. Behrens L. Bedore S. Beller R. Berman J. Blake E. Blom P. Boersma G. Bol A. Booth C. Brew P. Brooks P. Brown P. Burkhardt D. Burnham A. Burridge P. Buttery M. Callanan M. Casasola T. Charman N. Chater S. Chiat J. Childers S. Choi M. Chouinard Chun-chieh Hsu J. Coady C. Core R. Corrigan J. Costa M.-C. Cote S. Crain M. Christiansen J. de Villiers B. Davis A. De Houwer H. Deacon D. Dickinson H. Diessel D. Dinnsen E. Dromi C. Dye S. Edelman M. Eriksson S. Ervin-Tripp C. Fellbaum C. Fennell M. Fleck A. Fogel S. Foster-Cohen R. French M. Friend J. Frost P. Ganea R. Giora T. Gliga H. Goad A. Goldberg H. Goodluck T. Goro S. Graham K. Green J. Grijzenhout A. Gualmini S. Guerriero J. Gundel P. Hadley G. Hall C. Hamann J. Hamdan R. Hartsuiker B. Hollebrandse J. Holler C. Houston-Price A. A. Howard Hua Shu M. Hughes T. Ionin M. Ito D. Jackson-Maldonado Jae Yung Song G. Jarosz L. Justice C. Kauschke D. Kelly T. Keren-Portnoy E. Kidd B. Köpke K. Korecky-Kroell I. Krämer A. Krott A. Küntay T. Kupisch M.-L. Laakso M. Laughren V. Laval S. Lee S. Levine D. Lillo-Martin C. Lleó C. Levelt C. Lewis J. Lidz E. Lieven K. Lindner Lixian Jin R. Luyster E. Lyakso Journal of Child Language 36 (2009), 1175–1176. f Cambridge University Press 2009 doi:10.1017/S0305000909990341

International Journal of Bilingualism, 1999

This study investigates the cross-linguistic patterns of the overgeneralization of the Intransiti... more This study investigates the cross-linguistic patterns of the overgeneralization of the Intransitive/ Transitive alternations found in children's speech and provides new evidence from findings based on the acquisition of French. The morphosyntactic characterization of such phenomenon in English and Hebrew child language is followed by a description of the morphosyntactic characterization of such alternation in adult French which relies on an account of SE-affixation proposed by Werhli (1986). On the basis of this account, predictions are made with respect to the overgeneralization of the Intransitive/Transitive alternation displayed by French children's speech which is borne out by the data drawn from several corpora. In addition, this account is shown to explain the results of a comprehension task carried out by AnnibaldiVion(1980) which were previously unexplained.

Cognitive Development, 2008

This article was published in an Elsevier journal. The attached copy is furnished to the author f... more This article was published in an Elsevier journal. The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author's institution, sharing with colleagues and providing to institution administration. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit:

Cognitive Development, 2008

In recent decades there has been an outpouring of research into spoken and signed languages all o... more In recent decades there has been an outpouring of research into spoken and signed languages all over the planet. This research makes it evident that regardless of diversity of form, and regardless of expression in the vocal or manual modality, all human languages demonstrate common construction principles. Signed languages, more precisely described, make use of hands, face, and body to encode meaning. Contrary to widespread belief, such languages are not pantomimic and are not the same everywhere. Just as separate hearing communities have separate spoken languages, so do separate Deaf communities have separate signed languages. And just as both voice and body allow for depiction of various situations, neither is rich enough in iconic resources for the full range of contents that human beings want to communicate. Thus, every community, over time, has established conventions for making reference and producing propositional utterances that assert, deny, question, command, doubt, qualify, and so on. A longstanding community language like BSL or ASL is capable of expressing everything that can be expressed in English by the surrounding hearing communities of Britain and North America.

This article was published in an Elsevier journal. The attached copy is furnished to the author f... more This article was published in an Elsevier journal. The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author’s institution, sharing with colleagues and providing to institution administration. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit:

The acquisition of syntax in Romance …, Jan 1, 2006

Child Development, 2010

Two comprehension experiments were conducted to investigate whether young Frenchlearning children... more Two comprehension experiments were conducted to investigate whether young Frenchlearning children are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age . Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed.

Movement and clitics, ed. …, 2010

International Journal of Bilingualism, 1999

In recent decades there has been an outpouring of research into spoken and signed languages all o... more In recent decades there has been an outpouring of research into spoken and signed languages all over the planet. This research makes it evident that regardless of diversity of form, and regardless of expression in the vocal or manual modality, all human languages demonstrate common construction principles. Signed languages, more precisely described, make use of hands, face, and body to encode meaning. Contrary to widespread belief, such languages are not pantomimic and are not the same everywhere. Just as separate hearing communities have separate spoken languages, so do separate Deaf communities have separate signed languages. And just as both voice and body allow for depiction of various situations, neither is rich enough in iconic resources for the full range of contents that human beings want to communicate. Thus, every community, over time, has established conventions for making reference and producing propositional utterances that assert, deny, question, command, doubt, qualif...

The study of multilinguals is fundamental for linguistic research, since multilinguals constitute... more The study of multilinguals is fundamental for linguistic research, since multilinguals constitute the majority of the world population as well as a growing proportion of the population in many countries (McCabe et al. 2013; Gambino, Acosta, and Grieco 2014; Special Eurobarometer 386, 2012). We use the term multilingual to refer to speakers who know more than one language to a variable extent, regardless of when they learned those languages (thus encompassing simultaneous and sequential bilinguals, as well as secondlanguage speakers/learners and heritage speakers). The multilingual brain is dealing with more than one linguistic system, and thus theories of language structure and cognitive models of language development or processing must account for language use, processing, and acquisition by all people who know more than one language. The language abilities of multilinguals change throughout their lifetime, so our data need to capture differences in a person’s ability through time,...

Journal of Child Language, 2013

K. Abbot-Smith F. Adani N. Akhtar B. Ambridge M. Andren S. Armon-Lotem I. Arnon K. Aronsson F. Ar... more K. Abbot-Smith F. Adani N. Akhtar B. Ambridge M. Andren S. Armon-Lotem I. Arnon K. Aronsson F. Arosio S. Arunachalam K. Ballard I. Barriere A. Bean R. Berman R. Bijeljac-Babic K. Blaiser E. Blom S. Brandt A. Bunger T. Cameron-Faulkner C. Caprin L. Chan S. Chiat J. Choe V. Chondrogianni H. Clahsen E. Clark J. Coady E. Conwell C. Core J. Costa J. Crawford A. Cristia C. Davies B. Davis E. De Bree G. DeHart A. De Houwer H. De Mulder R. DePaolis L. de Ruiter J. de Villiers K.U. Deen E. O. Demir K. Demuth D. Derrick B. Dodd M. Doherty M. Donaldson W. Dressler P. Engelhardt K. Englund J. Evers-Vermeul L. Fabiano-Smith M. Fagan C. Fennell F. Filiaci D. Finneran C. Fisher S. Fitneva C. Floccia J. Forbes P. Foulkes R. Furman J. Gervain J. Gierut S. Gillis S. Glennen H. Goad L. Goffman A. Goldberg S. Goldin-Meadow H. Goodluck J. Goodman T. Goro P. Greenfield J. Gros-Louis R. Grossman M. T. Guasti C. Hamann P. Harris J. Hartshorne H. Hendriks M. Hickmann E. Hoff B. Höhle J. Hoover J. Horst A.A. Howard C.-F. Hu P. Indefrey R. Ingham D. Ingram E. Infantidou D. Jackson Jae Yung Song E. Johnson A. Karmiloff-Smith K. Kasparian D. Kavitskaya V. Kempe T. Keren-Portnoy G. Khattab C. Kidd E. Kidd K. Kinzler B. Kelly V. Kempe E. Kidd C. Kirk A. A. Koç L. Koenig B. Koymen S. Kristen A. Krott L. Kumin A. Langus J. Child Lang. 40 (2013), 1139–1140. f Cambridge University Press 2013 doi:10.1017/S0305000913000391

New Directions In Language Development And Disorders, 2000

Language Acquisition and Language Disorders, 2006

On the acquisition of ambiguous Valency-Marking Morphemes: insights from the acquisition of Frenc... more On the acquisition of ambiguous Valency-Marking Morphemes: insights from the acquisition of French SE Isabelle Barriere & Marjorie Perlman Lorch 1.Introduction The study reported here focuses on an ambiguous Valency-Marking Morpheme, the French clitic SE that appears in Reflexive and Reciprocal (with animate subjects), Anticausative (no implied agent) and Middle-Passive (implied agent) (with inanimate subjects). On the basis of cross-linguistic findings on the acquisition of argument structure, a modified version of Borer & Wexler (1987) Maturation Hypothesis is proposed and enables us to test three predictions on a) the order of acquisition of different types of SEconstructions, b) the manifestations of overgeneralizations of argument structure alternations produced by children and c) the order of acquisition of SE-constructions and be-passives. These hypotheses are tested using a range of research strategies, including a) the analyses of a large corpus of speech production (3 diary studies, 2 CHILDES corpora, 2 cross sectional corpora of children aged between 2-4 and 6-7) collected on 200 children and b) two experimental tasks: a comprehension task (act-out) using existing verbs and a grammaticality judgment task using nonsense verbs that were administered to 2 groups of children, 18 aged 3-4 and 18 aged 5-6, and to 10 adults. The results confirm the order of acquisition and the manifestations of overgeneralizations predicted by the Barriere Version of the Maturation Hypothesis. The relevance of this study for current accounts of the acquisition of argument structure-including

International Journal of Early Childhood, 1999

Este artŸ se basa en la evidencia obtenida del trabajo realizado dentro del proyecto 'Early Liter... more Este artŸ se basa en la evidencia obtenida del trabajo realizado dentro del proyecto 'Early Literacy Links' que explora la alfabetizaci£ temprana en Francia e Inglaterra. La informaci£ se obtuvo a trav› de cuestionarios, observaciones realizadas en guarderŸ y colegios primarios y entrevistas con los profesionales. El artŸ lleva la atenci£ a la idea de 'entrar en el mundo de la escritura' con la noci£ anglo-sajona de alfabetismo incipiente.

Journal of Child Language, 2009

K. Abbott-Smith L. Adamson N. Akatsuka N. Akhtar K. Alcock J. Andruski T. Au S. Baauw I. Barriere... more K. Abbott-Smith L. Adamson N. Akatsuka N. Akhtar K. Alcock J. Andruski T. Au S. Baauw I. Barriere M. Becker H. Behrens L. Bedore S. Beller R. Berman J. Blake E. Blom P. Boersma G. Bol A. Booth C. Brew P. Brooks P. Brown P. Burkhardt D. Burnham A. Burridge P. Buttery M. Callanan M. Casasola T. Charman N. Chater S. Chiat J. Childers S. Choi M. Chouinard Chun-chieh Hsu J. Coady C. Core R. Corrigan J. Costa M.-C. Cote S. Crain M. Christiansen J. de Villiers B. Davis A. De Houwer H. Deacon D. Dickinson H. Diessel D. Dinnsen E. Dromi C. Dye S. Edelman M. Eriksson S. Ervin-Tripp C. Fellbaum C. Fennell M. Fleck A. Fogel S. Foster-Cohen R. French M. Friend J. Frost P. Ganea R. Giora T. Gliga H. Goad A. Goldberg H. Goodluck T. Goro S. Graham K. Green J. Grijzenhout A. Gualmini S. Guerriero J. Gundel P. Hadley G. Hall C. Hamann J. Hamdan R. Hartsuiker B. Hollebrandse J. Holler C. Houston-Price A. A. Howard Hua Shu M. Hughes T. Ionin M. Ito D. Jackson-Maldonado Jae Yung Song G. Jarosz L. Justice C. Kauschke D. Kelly T. Keren-Portnoy E. Kidd B. Köpke K. Korecky-Kroell I. Krämer A. Krott A. Küntay T. Kupisch M.-L. Laakso M. Laughren V. Laval S. Lee S. Levine D. Lillo-Martin C. Lleó C. Levelt C. Lewis J. Lidz E. Lieven K. Lindner Lixian Jin R. Luyster E. Lyakso Journal of Child Language 36 (2009), 1175–1176. f Cambridge University Press 2009 doi:10.1017/S0305000909990341

International Journal of Bilingualism, 1999

This study investigates the cross-linguistic patterns of the overgeneralization of the Intransiti... more This study investigates the cross-linguistic patterns of the overgeneralization of the Intransitive/ Transitive alternations found in children's speech and provides new evidence from findings based on the acquisition of French. The morphosyntactic characterization of such phenomenon in English and Hebrew child language is followed by a description of the morphosyntactic characterization of such alternation in adult French which relies on an account of SE-affixation proposed by Werhli (1986). On the basis of this account, predictions are made with respect to the overgeneralization of the Intransitive/Transitive alternation displayed by French children's speech which is borne out by the data drawn from several corpora. In addition, this account is shown to explain the results of a comprehension task carried out by AnnibaldiVion(1980) which were previously unexplained.

Cognitive Development, 2008

This article was published in an Elsevier journal. The attached copy is furnished to the author f... more This article was published in an Elsevier journal. The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author's institution, sharing with colleagues and providing to institution administration. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit:

Cognitive Development, 2008

In recent decades there has been an outpouring of research into spoken and signed languages all o... more In recent decades there has been an outpouring of research into spoken and signed languages all over the planet. This research makes it evident that regardless of diversity of form, and regardless of expression in the vocal or manual modality, all human languages demonstrate common construction principles. Signed languages, more precisely described, make use of hands, face, and body to encode meaning. Contrary to widespread belief, such languages are not pantomimic and are not the same everywhere. Just as separate hearing communities have separate spoken languages, so do separate Deaf communities have separate signed languages. And just as both voice and body allow for depiction of various situations, neither is rich enough in iconic resources for the full range of contents that human beings want to communicate. Thus, every community, over time, has established conventions for making reference and producing propositional utterances that assert, deny, question, command, doubt, qualify, and so on. A longstanding community language like BSL or ASL is capable of expressing everything that can be expressed in English by the surrounding hearing communities of Britain and North America.

This article was published in an Elsevier journal. The attached copy is furnished to the author f... more This article was published in an Elsevier journal. The attached copy is furnished to the author for non-commercial research and education use, including for instruction at the author’s institution, sharing with colleagues and providing to institution administration. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit:

The acquisition of syntax in Romance …, Jan 1, 2006

Child Development, 2010

Two comprehension experiments were conducted to investigate whether young Frenchlearning children... more Two comprehension experiments were conducted to investigate whether young Frenchlearning children are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age . Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed.

Movement and clitics, ed. …, 2010

International Journal of Bilingualism, 1999