二、研究的基本内容和拟解决的主要问题

The aim of the present study is to investigate the effects of the receptive sensitivity and the productive efficiency on the development of syntax among 3-6 years old children. My research questions are:

1) What is the receptive sensitivity? What is the productive efficiency?

2) How does the receptive sensitivity effect the development of syntax among 3-6 years old children?

3) How does the productive efficiency effect the development of syntax among 3-6 years old children?

三、研究方法及措施（拟采取的研究手段及技术路线、实验方案等）

Participants: The present study will pide typically developing children into 4 groups (3-year-old children, 4-year-old children, 5-year-old children and 6-year-old children).

Experiment 1 Effects of receptive sensitivity on the development of syntax among 3-6 years old children

Method: By using two tasks testing various syntactic structures: an on-line word monitoring task and an off-line picture-pointing task to see their different receptive sensitivity to violations of subcategory constraints.

Experiment 2 Effects of the abstract structural priming effect on the development of syntax among 3-6 years old children

Experiment 3 Effects of the lexical boost on the development of syntax among 3-6 years old children

Method: Using a dialog comprehension-to-production paradigm, I will prime participants with double object datives (Wendy gave Bob a dog) and prepositional datives (Wendy gave a dog to Bob). Half the participants hear the same verb in prime and target (e.g. gave–gave) and half hear a different verb (e.g. sent–gave).

四、研究工作的步骤与进度（课题研究在时间和顺序上的安排）

1. In February, I’ll contact with a kindergarten to guarantee the participants of my experiments.

2. In March, I’ll find more relevant references to complete my literature review.

 Meanwhile, I’ll prepare for the experiments and finish the experiments in 2 weeks.

3. In April, I’ll analyze the results and finish the essay.

Meanwhile, I’ll polish my essay by using more proper and accurate language.

五、主要参考文献（作者、书名、论文题目、出版社或出版号、出版年月或出版期号。文科不得少于15篇，理科不得少于10篇，其中外文文献应不少于2篇）

Carla Contemori, Maria Garraffa. Comparison of modalities in SLI syntax: A study on the comprehension and production of non-canonical sentences. Lingua. 2010; 120; 1940–1955.

Caroline F. Rowland, Franklin Chang, Ben Ambridge, Julian M. Pine, Elena V.M. Lieven. The development of abstract syntax: Evidence from structural priming and the lexical boost. Cognition. 2012; 125;49–63.

Doug Guess, Donald M. Baer. An analysis of inpidual differences in generalization between receptive and productive language in retarded children. Journal of applied behavior analysis. 1973; 63; 311-329.

Erin Conwell, Katherine Demuth. Early syntactic productivity: Evidence from dative shift. Cognition. 2007; 103; 163–179.

Fisher, C. The role of abstract syntactic knowledge in language acquisition: A reply to Tomasello. Cognition. 2000; 82; 259–278.

Golinkoff, R. M., Hirsh-Pasek, K., Cauley, K. M., Gordon, L. The eyes have it: Lexical and syntactic comprehension in a new paradigm. Journal of Child Language. 1987; 14; 23–45.

Karen Froud, Heather K.J. van der Lely. The count-mass distinction in typically developing and grammatically specifically language impaired children: New evidence on the role of syntax and semantics. Journal of Communication Disorders. 2008; 41; 274–303.

Katherine Messenger, Holly P. Branigan, Janet F. McLean, Antonella Sorace. Is young children’s passive syntax semantically constrained? Evidence from syntactic priming. Journal of Memory and Language. 2012; 66; 568–587.

Keith J. Fernandesa, Gary F. Marcusa, Jennifer A. Di Nubilaa, Athena Vouloumanosb. From semantics to syntax and back again: Argument structure in the third year of life. Cognition. 2006; 100; B10–B20.