There are two assumptions to deduce from these results at the theoretical level. The first one concerns the order of acquisition of double affixation between prefixation and suffixation. The data revealed that children perceived first the suffix and later on the prefix as tools of pluralization. Second, once the children realised the prefix process, they began to make less mistakes at the prefix level than at the suffix level. This means that the children acquired earlier to put the right prefix than the correct suffixes. This is because the prefixation process is simple; it involves one change (the prefixation of 'i'), while the suffixation paradigm is variant and thus takes more time to command fully.
|ITL: Tijdschrift voor Toegepaste Linguistiek
|Published - 2002