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Автор LIEVEN, ELENA V. M.
Автор PINE, JULIAN M.
Автор BALDWIN, GILLIAN
Дата выпуска 1997
dc.description Pine & Lieven (1993) suggest that a lexically-based positional analysis can account for the structure of a considerable proportion of childrenʼs early multiword corpora. The present study tests this claim on a second, larger sample of eleven children aged between 1;0 and 3;0 from a different social background, and extends the analysis to later in development. Results indicate that the positional analysis can account for a mean of 60% of all the childrenʼs multiword utterances and that the great majority of all other utterances are defined as frozen by the analysis. Alternative explanations of the data based on hypothesizing underlying syntactic or semantic relations are investigated through analyses of pronoun case marking and of verbs with prototypical agent–patient roles. Neither supports the view that the childrenʼs utterances are being produced on the basis of general underlying rules and categories. The implications of widespread distributional learning in early language development are discussed.
Издатель Cambridge University Press
Название Lexically-based learning and early grammatical development An earlier version of parts of this paper was given at the Stanford Child Language Research Forum, 1995, and is published in the Proceedings. We would like to thank all the families who took part in this study and to acknowledge gratefully the assistance of Tameside Regional Health Authority in collecting the sample. Thanks are also due to Helen Dresner Barnes who was centrally involved in the original data collection. The research reported here was partly funded by The University of Manchester Research Support Fund and partly by the ESRC, grant number: R000221285.
Electronic ISSN 1469-7602
Print ISSN 0305-0009
Журнал Journal of Child Language
Том 24
Первая страница 187
Последняя страница 219
Аффилиация LIEVEN ELENA V. M.; University of Manchester
Аффилиация PINE JULIAN M.; University of Nottingham
Аффилиация BALDWIN GILLIAN; University of Manchester
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