UCLA

This thesis addresses children's comprehension of the get-passive, examining (i) how early get-passives are acquired in development, (ii) how children perform with get-passives relative to be-passives, and (iii) what structure children initially assume for the get-passive. These questions are addressed through two different experimental methodologies, a Picture-Selection Task and an Act-out Task, with children ages 3 to 6. Results from the Picture-Matching Task suggest 3-year-olds initially assume a control/causative analysis of the get-passive, enabling them to perform above chance with only those that have animate subjects. Around the age of 4, however, children understand all (actional) get- and be-passives. The Act-Out Task additionally confirms that those 4;06 and older interpret the by-phrase as containing the agent, like adults. These results suggest there is no “advantage” to the get-passive after the age of 4. Children, rather, acquire a raising analysis of actional passives around the same time, contra previous claims.