If I remember correctly, children start being able to process passives at around the same time they start demonstrating the ability to recognize that someone is deliberately not telling the truth, which is kind of interesting.

 

With some of the more complex constructions, particularly low-frequency ones like absolutes, I think it’s worth asking whether we’re seeing an actual developmental effect, or (instead) simply the result of lack of exposure.  It’s one thing to say we don’t see students producing these, it’s another to say they can’t. They certainly don’t hear absolute phrases much in everyday speech, and there are lots of options one can use instead of an absolute (I’m not counting the Being that… that native Michiganders seem to use a lot; I suspect it’s just a periphrastic conjunction).

 

Bill Spruiell

 

 

Scott,

 

I believe passive voice is one of those constructions, too.

 

Children at 5 or below see the grammatical subject as the actor---which makes some sense considering the nature of most English syntax.

 

Marshall

 

 

Dear List,   I have read that some constructions do not appear in student writing until they are at the right age.  I do not recall where I read this, but it seems to go against my experience, specifically, as I recall, the claim that absolute phrases do not show up until students are around 16.   Has anyone else read anything like this?  Does anyone have any references for this? Is this a widespread idea?   Scott Woods

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