In addition to the animacy effect, the third research question attempts to delineate the effects of the production and comprehension tasks on the subjects’
performances in each subtype.
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4.3.1 Overall Findings
(1) The Modifier and Head Positions were of Type 1-1:
To begin, we could take a look at the counts:
Table 4-15 N1-preference Reading for Type 1-1 in the Production Task and the Comprehension Task
N1-preference T1-1: production T1-1: comprehension Frequency count % Frequency count %
Age 4 27 48.2% 26 46.4%
Age 5 33 51.6% 33 51.6%
Age 6 36 52.9% 36 52.9%
Age 7 37 54.4% 39 57.4%
Age 8 40 55.6% 45 62.5%
Control 46 60.5% 49 64.5%
Total 219 228
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Table 4-16 N2-preference Reading for Type 1-1 in the Production Task and the Comprehension Task
N2-preference T1-1: production T1-1: comprehension Frequency count % Frequency count %
Age 4 29 51.8% 30 53.6%
Age 5 31 48.4% 31 48.4%
Age 6 32 47.1% 32 47.1%
Age 7 31 45.6% 29 42.6%
Age 8 32 44.4% 27 37.5%
Control 30 39.5% 27 35.5%
Total 185 176
We listed the frequency counts of Type 1-1 here. However, these counts could not supply an obvious growing trend, so we would transfer these counts into percentage format, as in Figures 4-14 and 4-15:
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Figure 4-14 N1-preference Reading for Type 1-1 in the Production Task and the Comprehension Task
Figure 4-15 N2-preference Reading for Type 1-1 in the Production Task and the Comprehension Task
As we could see from Figure 4-14 and Figure 4-15, when it was a N1-preference
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reading, the production was performed a little better by older age groups. But this was not the case for Ages 4, 5, and 6. For Age 4, the result was even reverse. When it was a N2-preference reading, in contrast to the previous figures, the production task was performed a little better. But again, this was not the case for Ages 4, 5, and 6. For Age 4, the result was reverse again.
(2)The Modifier and Head Positions were of Type 1-2:
Now we could see the counts for Type 1-2:
Table 4-17 N1-preference Reading for Type 1-2 in the Production Task and the Comprehension Task
N1-preference T1-2: production T1-2: comprehension Frequency count % Frequency count %
Age 4 22 39.3% 36 64.3%
Age 5 40 62.5% 41 64.1%
Age 6 45 66.2% 44 64.7%
Age 7 45 66.2% 46 67.6%
Age 8 48 66.7% 49 68.1%
Control 57 75.0% 53 69.7%
Total 257 269
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Table 4-18 N2-preference Reading for Type 1-2 in the Production Task and the Comprehension Task
N2-preference T1-2: production T1-2: comprehension Frequency count % Frequency count %
Age 4 34 60.7% 20 35.7%
Age 5 24 37.5% 23 35.9%
Age 6 23 33.8% 24 35.3%
Age 7 23 33.8% 22 32.4%
Age 8 24 33.3% 23 31.9%
Control 19 25.0% 23 30.3%
Total 147 135
Frequency counts of Type 1-2 were listed here. Again, it was not easy to show an obvious growing pattern we would like to see, so we would transfer these counts into percentage format, as in Figures 4-16 and 4-17:
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Figure 4-16 N1-preference Reading for Type 1-2 in the Production Task and the Comprehension Task
Figure 4-17 N2-preference Reading for Type 1-2 in the Production Task and the Comprehension Task
When it’s a N1-preference reading, the comprehension task was performed much
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better in only Age 4. For other age groups, the differences are not very obvious. When it’s a N2-preference reading, the production task was performed much better in only Age 4 as well. For other age groups, the differences again are not clear enough to make a conclusion.
(3)The Modifier and Head Positions were of Type 2-1:
For Type 2-1, we firstly saw the counts:
Table 4-19 N1-preference Reading for Type 2-1 in the Production Task and the Comprehension Task
N1-preference T2-1: production T2-1: comprehension Frequency count % Frequency count %
Age 4 30 53.6% 25 44.6%
Age 5 38 59.4% 30 46.9%
Age 6 43 63.2% 36 52.9%
Age 7 46 67.6% 39 57.4%
Age 8 49 68.1% 43 59.7%
Control 53 69.7% 49 64.5%
Total 259 222
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Table 4-20 N2-preference Reading for Type 2-1 in the Production Task and the Comprehension Task
N2-preference T2-1: production T2-1: comprehension Frequency count % Frequency count %
Age 4 26 46.4% 31 55.4%
Age 5 26 40.6% 34 53.1%
Age 6 25 36.8% 32 47.1%
Age 7 22 32.4% 29 42.6%
Age 8 23 31.9% 29 40.3%
Control 23 30.3% 27 35.5%
Total 145 182
We listed the frequency counts of Type 2-1 here. These counts could not supply an obvious pattern, so we would transfer these counts into percentage format, as in Figures 4-18 and 4-19:
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Figure 4-18 N1-preference Reading for Type 2-1 in the Production Task and the Comprehension Task
Figure 4-19 N2-preference Reading for Type 2-1 in the Production Task and the Comprehension Task
With regard to the N1-preference reading, the production task was preferred by all age
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groups. For a N2-preference reading, the comprehension task was preferred by all age groups. Therefore, in this subtype, Type 2-1, we can see a clear growing trend.
(4)The Modifier and Head Positions were of Type 2-2:
We now turn to look at Type 2-2 frequency counts:
Table 4-21 N1-preference Reading for Type 2-2 in the Production Task and the Comprehension Task
N1-preference T2-2: production T2-2: comprehension Frequency count % Frequency count %
Age 4 30 53.6% 24 42.9%
Age 5 36 56.2% 30 46.9%
Age 6 41 60.3% 34 50.0%
Age 7 47 69.1% 41 60.3%
Age 8 52 72.2% 47 65.3%
Control 55 72.4% 53 69.7%
Total 261 229
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Table 4-22 N2-preference Reading for Type 2-2 in the Production Task and the Comprehension Task
N2-preference T2-2: production T2-2: comprehension Frequency count % Frequency count %
Age 4 26 46.4% 32 57.1%
Age 5 28 43.8% 34 53.1%
Age 6 27 39.7% 34 50.0%
Age 7 21 30.9% 27 39.7%
Age 8 20 27.8% 25 34.7%
Control 21 27.6% 23 30.3%
Total 143 175
The frequency counts of Type 2-2 were listed here. Again, it was not easy to show an obvious trend we would like to see, so we would transfer these counts into percentage format, as in Figures 4-20 and 4-21:
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Figure 4-20 N1-preference Reading for Type 2-2 in the Production Task and the Comprehension Task
Figure 4-21 N2-preference Reading for Type 2-2 in the Production Task and the Comprehension Task
Concerning the N1-preference reading, the production task was preferred by all ages.
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As for a N2-preference reading, the comprehension task was preferred by all ages.
Therefore, in Type 2-2, like in Type 2-1, we can see a clear growing trend again.
Moreover, Type 2-1 and Type 2-2 both feature a [-animate] modifier, which might lead to a condition that the production task tends to have N1-preference readings, while the comprehension task tends to have N2-preference readings.
4.3.2 General Discussion
After examing all the results, we could find that only in Type 2-1 and Type 2-2 will the tendency be clear. That is, when the modifier was [-animate], the results for all age groups are consistent: the production tends to have N1-preference readings while the comprehension task tends to have N2-preference readings. In contrast, for Type 1-1 and 1-2, there is no such consistency; in Type 1-1, only Age 7 and older children have the tendency: the production tends to have an N2-preference reading while the comprehension task tends to have an N1-preference reading. For Type 1-2, only the youngest age group, Age 4, has the tendency that the production task tends to have an N2-preference reading while the comprehension task tends to have an
N1-preference reading.
So far, we could not make a conclusion that the production task is more difficult than the comprehension task. In fact, earlier studies on compound production suggest that this knowledge has already been present for two-year-olds (e.g. Clark et al., 1985). This might explain why the production task can still get a higher percentage than the comprehension one in certain subtypes.