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<!DOCTYPE html><html lang="en"><head><meta charSet="utf-8"/><meta name="viewport" content="width=device-width, initial-scale=1, maximum-scale=1, user-scalable=0"/><title>Learning transitivity schemas: The role of the number of...</title><meta name="description" content="The ability to understand and produce basic transitivity constructions serves as the foundation for human..."/><link rel="canonical" href="https://sciendo.com/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="x-default" href="https://sciendo.com/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="en" href="https://sciendo.com/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="de" href="https://sciendo.com/de/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="es" href="https://sciendo.com/es/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="fr" href="https://sciendo.com/fr/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="it" href="https://sciendo.com/it/article/10.58734/plc-2024-0018"/><link rel="alternate" hrefLang="pl" href="https://sciendo.com/pl/article/10.58734/plc-2024-0018"/><meta property="og:title" content="Learning transitivity schemas: The role of the number of..."/><meta property="og:type" content="website"/><meta property="og:url" content="https://sciendo.com/article/10.58734/plc-2024-0018"/><meta property="og:image" content="https://sciendo-parsed.s3.eu-central-1.amazonaws.com/65b39337b81b0e1a1e5d14e0/cover-image.jpg"/><meta property="og:description" content="The ability to understand and produce basic transitivity constructions serves as the foundation for human grammatical skills. While every clause or..."/><meta property="og:site_name" content="Sciendo"/><meta name="twitter:card" content="summary_large_image"/><meta name="twitter:site" content="sciendo_"/><meta name="twitter:creator" content="sciendo_"/><meta name="twitter:title" content="Learning transitivity schemas: The role of the number of..."/><meta name="twitter:description" content="The ability to understand and produce basic transitivity constructions serves as the foundation for human grammatical skills. While every clause or..."/><meta name="twitter:image" content="https://sciendo-parsed.s3.eu-central-1.amazonaws.com/65b39337b81b0e1a1e5d14e0/cover-image.jpg"/><meta name="twitter:image:alt" content="Sciendo"/><meta name="twitter:domain" content="https://sciendo.com/article/10.58734/plc-2024-0018"/><script type="application/ld+json">{"@context":"http://schema.org","@type":"Article","author":[{"@type":"Person","name":"Audisio, Cynthia Pamela"}],"audience":null,"datePublished":"2024-10-26","headline":"Learning transitivity schemas: The role of the number of nominals and word order","keywords":["transitivity","distributed cues","word order","noun phrases","syntactic bootstrapping","language development"],"isAccessibleForFree":true,"publisher":{"@type":"Organization","name":"Sciendo"},"name":"Learning transitivity schemas: The role of the number of nominals and word order","image":"https://sciendo-parsed.s3.eu-central-1.amazonaws.com/65b39337b81b0e1a1e5d14e0/cover-image.jpg","url":"https://sciendo.com/article/10.58734/plc-2024-0018"}</script><meta name="dc.identifier" content="doi:10.58734/plc-2024-0018"/><meta name="DC.Title" content="Learning transitivity schemas: The role of the number of nominals and word order"/><meta name="DC.Description" content="The ability to understand and produce basic transitivity constructions serves as the foundation for human grammatical skills. While every clause or sentence in any given language follows a transitivity pattern, there is significant cross-linguistic variation in the specific formal elements used. Certain languages primarily rely on distributed cues, such as the number and ordering of noun phrases, while others prefer local devices like causative morphology or case markers. Extensive research has been conducted on the role played by the number and position of argument noun phrases in comprehending simple transitive sentences. This article offers a comprehensive review of the available evidence, covering typically-developing and monolingual populations, various languages, and different theoretical approaches. It also highlights gaps in the existing literature and provides suggestions for future investigations."/><meta name="citation_title" content="Learning transitivity schemas: The role of the number of nominals and word order"/><meta name="citation_author" content="Audisio, Cynthia Pamela"/><meta name="citation_publication_date" content="2024/10/26"/><meta name="citation_journal_title" content="Psychology of Language and Communication"/><meta name="citation_volume" content="28"/><meta name="citation_issue" content="1"/><meta name="citation_firstpage" content=""/><meta name="citation_lastpage" content=""/><meta name="citation_pdf_url" content="https://sciendo.com/pdf/10.58734/plc-2024-0018"/><script async="" src="https://badge.dimensions.ai/badge.js" charset="utf-8"></script><script src="https://crossmark-cdn.crossref.org/widget/v2.0/widget.js"></script><script defer="" src="https://js.trendmd.com/trendmd.min.js" data-managed="true" 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17.2134 23.7379 18.1002L23.7531 18.1157L23.7692 18.1302C24.1469 18.4697 24.5594 18.7372 25.0038 18.9337L24.2249 22.2803L22.6249 29.1543Z" stroke="currentColor" stroke-width="1.30233"></path></svg></button><div class="Buttons_infobox__K_pqG">Cite</div></div></div></div><div class="mt-1 mr-2"><div class="SocialShare_social-share__LCmaQ"><button class="Buttons_series-button__DXRZV"></button><div class="Buttons_infobox__K_pqG">Share</div></div></div><div class="mt-1 mr-2"></div></div><hr/><div class="ArticleInfoCard_article-info-card__9o9rf"><h6>Published Online: <span class="fw-600">Oct 26, 2024</span></h6><h6 style="word-break:break-all">DOI: <a href="https://doi.org/10.58734/plc-2024-0018" target="_blank">https://doi.org/10.58734/plc-2024-0018</a></h6><h6>Keywords<br/><div><a target="_blank" href="/search/filterData?commonSearchText=transitivity">transitivity</a>, <a target="_blank" href="/search/filterData?commonSearchText=distributed%20cues">distributed cues</a>, <a target="_blank" href="/search/filterData?commonSearchText=word%20order">word order</a>, <a target="_blank" href="/search/filterData?commonSearchText=noun%20phrases">noun phrases</a>, <a target="_blank" href="/search/filterData?commonSearchText=syntactic%20bootstrapping">syntactic bootstrapping</a>, <a target="_blank" href="/search/filterData?commonSearchText=language%20development">language development</a></div></h6><h6>© 2024 Cynthia Pamela Audisio et al., published by Sciendo</h6><h6>This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.</h6></div></div><div class="col-12 col-md-8"><div class="react-tabs__tab-panel react-tabs__tab-panel--selected" role="tabpanel" id="panel:R88j6:0" aria-labelledby="tab:R88j6:0"><div class="Journal_TabContent__fKB1Y"><div style="text-align:justify"><abstract xmlns="http://www.w3.org/1999/xhtml"> <p>The ability to understand and produce basic transitivity constructions serves as the foundation for human grammatical skills. While every clause or sentence in any given language follows a transitivity pattern, there is significant cross-linguistic variation in the specific formal elements used. Certain languages primarily rely on distributed cues, such as the number and ordering of noun phrases, while others prefer local devices like causative morphology or case markers. Extensive research has been conducted on the role played by the number and position of argument noun phrases in comprehending simple transitive sentences. This article offers a comprehensive review of the available evidence, covering typically-developing and monolingual populations, various languages, and different theoretical approaches. It also highlights gaps in the existing literature and provides suggestions for future investigations.</p> </abstract></div></div></div><div class="react-tabs__tab-panel" role="tabpanel" id="panel:R88j6:1" aria-labelledby="tab:R88j6:1"></div><div class="react-tabs__tab-panel" role="tabpanel" id="panel:R88j6:2" aria-labelledby="tab:R88j6:2"></div><div class="react-tabs__tab-panel" role="tabpanel" id="panel:R88j6:3" aria-labelledby="tab:R88j6:3"></div></div></div></div></div><div class="bg-soft-gray py-5"><div class="custom-container"><div class="row px-md-2 px-0 text-left"><div class="DetailInfo_footerColumn__M9JZ5 col-md-4 pr-md-5 pr-2"><dl><div class="d-flex"><dt class="mr-2 mt-0">eISSN:</dt><dd>2083-8506</dd></div><div class="d-flex"><dt class="mr-2 mt-0">Language:</dt><dd>English</dd></div></dl></div><div class="DetailInfo_footerColumn__M9JZ5 col-md-4 px-md-5 px-3"><dl><div class="d-flex"><dt class="mr-2 mt-0">Publication timeframe:</dt><dd>Volume Open</dd></div><dt>Journal 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order\u003c/article-title\u003e"},"isAccessible":true,"licenseType":"OpenAccess","licenseText":{"en":"This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License."},"copyright":{"en":"© 2024 Cynthia Pamela Audisio et al., published by Sciendo"},"ePubDate":"2024-10-26T00:00:00.000Z","pPubDate":"2024-01-01T00:00:00.000Z","receivedDate":null,"acceptedDate":null,"fPage":"","lPage":"","articleCategory":null,"prevArticle":"10.58734/plc-2024-0017","nextArticle":"10.58734/plc-2024-0019","pdfUrl":"https://sciendo-parsed.s3.eu-central-1.amazonaws.com/65b39337b81b0e1a1e5d14e0/10.58734_plc-2024-0018.pdf?X-Amz-Algorithm=AWS4-HMAC-SHA256\u0026X-Amz-Credential=AKIA6AP2G7AKOUXAVR44%2F20241227%2Feu-central-1%2Fs3%2Faws4_request\u0026X-Amz-Date=20241227T022936Z\u0026X-Amz-Expires=3600\u0026X-Amz-Signature=b927e8ca0d9cd200bba5cc391a932bc4eb4a8ea98c9766710f61d4740984c802\u0026X-Amz-SignedHeaders=host","keywords":["transitivity","distributed cues","word order","noun phrases","syntactic bootstrapping","language development"],"abstractContent":{"en":"\u003cabstract xmlns=\"http://www.w3.org/1999/xhtml\"\u003e\n\n\u003cp\u003eThe ability to understand and produce basic transitivity constructions serves as the foundation for human grammatical skills. While every clause or sentence in any given language follows a transitivity pattern, there is significant cross-linguistic variation in the specific formal elements used. Certain languages primarily rely on distributed cues, such as the number and ordering of noun phrases, while others prefer local devices like causative morphology or case markers. Extensive research has been conducted on the role played by the number and position of argument noun phrases in comprehending simple transitive sentences. This article offers a comprehensive review of the available evidence, covering typically-developing and monolingual populations, various languages, and different theoretical approaches. It also highlights gaps in the existing literature and provides suggestions for future investigations.\u003c/p\u003e\n\u003c/abstract\u003e"},"articleContent":{"en":""},"figuresAndTables":"","referenceList":[{"refId":"j_plc-2024-0018_ref_001","citeString":"Abbot-Smith, K., Chang, F., Rowland, C., Ferguson, H., \u0026 Pine, J. (2017). Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis. PloS One, 12(10): e0186129. http://doi.org/10.1371/journal.pone.0186129","doi":null,"mixedCitation":"\u003cref id=\"j_plc-2024-0018_ref_001\"\u003e\n\u003cmixed-citation\u003eAbbot-Smith, K., Chang, F., Rowland, C., Ferguson, H., \u0026amp; Pine, J. (2017). Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis. \u003citalic\u003ePloS One, 12\u003c/italic\u003e(10): e0186129. \u003cext-link ext-link-type=\"uri\" xmlns:xlink=\"http://www.w3.org/1999/xlink\" xlink:href=\"http://doi.org/10.1371/journal.pone.0186129\"\u003ehttp://doi.org/10.1371/journal.pone.0186129\u003c/ext-link\u003e\u003c/mixed-citation\u003e\n\u003c/ref\u003e"},{"refId":"j_plc-2024-0018_ref_002","citeString":"Abbot-Smith, K., Lieven, E., \u0026 Tomasello, M. (2001). What preschool children do and do not do with ungrammatical word orders. Cognitive Development, 16, 679–92. https://doi.org/10.1016/S0885-2014(01)00054-5.","doi":null,"mixedCitation":"\u003cref id=\"j_plc-2024-0018_ref_002\"\u003e\n\u003cmixed-citation\u003eAbbot-Smith, K., Lieven, E., \u0026amp; Tomasello, M. (2001). 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