Titlebook: Language Processing and Language Acquisition; Lyn Frazier,Jill Villiers Book 1990 Springer Science+Business Media Dordrecht 1990 Italy.gra

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Introduction,nformative linguistic input — the potential evidence for grammatical parameter setting — have also been ignored. Especially in linguistic approaches to language acquisition, the role of language processing has not been prominent. With few exceptions (e.g. Goodluck and Tavakolian, 1982; Pinker, 1984)

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On Unparsable Input in Language Acquisition,se? The question divides into two possibilities: either the input is grammatical in the adult language or it is ungrammatical. I wish to concentrate on the consequences of the former case, which is easier, namely the case where the input is actually grammatical for the adult. Since the child cannot

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Logical and Psychological Constraints on the Acquisition of Syntax,loping logical and psychological constraints on a model. What is left, what satisfies the constraints, are possible models of acquisition. Within the circle delimited by the constraints, I present a model which is also consistent with the linguistic input children receive, and consistent with their

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On Parameter Setting and Parsing: Predictions for Cross-Linguistic Differences in Adult and Child Ppendently to a large degree. When they have been related, e.g. in studies of relations between language learnability and parsability, these studies have mainly argued that learnability and parsability put functional constraints on Universal Grammar. In contrast, in this paper, we will pursue a progr

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The Acquisition of Long-Distance Rules,reasonable to suppose that such an expression is extremely rare and perhaps unavailable to a child until she is fairly old. This has, in fact, been the assumption in the rather sparse acquisition literature on the subject (Roeper et al., 1985). It has recently become very clear, however, that childr

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,Child Grammars — Radically Different, or More of the Same?: Comments on de Villiers, Roeper and Vaily surprising and interesting because they have basically found that American children as young as 3.5 years old have essentially the judgments of adult native speakers of English regarding some of the most complicated and arcane structures of the language. There are essentially two major difference

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Intuitions, Category and Structure: Comments on McDaniel and Cairns,ne to pursue in light of recent developments in generative grammar. The paper by Helen Cairns and Dana McDaniel (henceforth, C&M) represents a contribution to the growing body of research on this question that is based on strong assumptions about the role of Universal Grammar in the acquisition proc

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Visiting Relatives in Italy,ly extends it to include more and more complex syntactic constructions. When presented with a sentence that he or she cannot analyze, the child will systematically assign it a structural analysis consistent with the current grammar, but not necessarily consistent with the adult grammar. That is, ins