ME OR MY - 2 DIFFERENT PATTERNS OF PRONOUN CASE ERRORS

This paper investigates why some young children prefer to replace I wi th me (me-children), whereas others prefer to replace I with my (my-ch ildren). The data come from 12 children, observed monthly, From 1;0 to 3;0. It was found that the percentage of errors in which me replaced I (the me-error rate) was positively correlated with the correct produ ction of me as an objective pronoun (the me-total). The me for I and m y for I errors were antagonistic, with one of the patterns almost alwa ys dominating over the other, resulting in a clear individual differen ce between me-children and my-children. It was also Found that the me- total during the period in which my for I replacements first emerged p refigured whether a child would become a me-child or a my-child.