Aquisição de interrogativas preposicionadas no português europeu

Abstract

The present study focuses on the production and comprehension of PP wh-questions by European Portuguese-speaking children from 3 to 5 years old. It aims at investigating whether intervention effects also arise when there is a categorical mismatch between the displaced constituent (a PP) and the intervener (a DP) and whether movement of the preposition is more costly. The results show that intervention is not sensitive to the categorical status of the intervener. However, data from production show that pied-piping of the preposition has additional costs: children avoid it, either by chopping the preposition or by producing wh-in situ