Learning antecedents for anaphoric one
Lidz et al. [Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn't have learned: Experimental evidence for syntactic structure at 18 months. Cognition, 89, B65–B73.] claim experimental substantiation of an argument from the poverty of the stimulus, in the...
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| Veröffentlicht in: | Cognition 2004-09, Vol.93 (2), p.141-145 |
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| container_title | Cognition |
| container_volume | 93 |
| creator | Akhtar, Nameera Callanan, Maureen Pullum, Geoffrey K Scholz, Barbara C |
| description | Lidz et al. [Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn't have learned: Experimental evidence for syntactic structure at 18 months.
Cognition,
89, B65–B73.] claim experimental substantiation of an argument from the poverty of the stimulus, in the sense of Pullum and Scholz [Linguist. Rev. 19 (2002) 9]. They cite a specific feature of English—the assignment of appropriate antecedents for anaphoric
one—that cannot possibly be learned from experience because the evidence needed is found only in utterances of a type too rare to be encountered. Their argument involves three empirical claims. In this note we dispute all three. |
| doi_str_mv | 10.1016/j.cognition.2003.12.002 |
| format | Article |
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Cognition,
89, B65–B73.] claim experimental substantiation of an argument from the poverty of the stimulus, in the sense of Pullum and Scholz [Linguist. Rev. 19 (2002) 9]. They cite a specific feature of English—the assignment of appropriate antecedents for anaphoric
one—that cannot possibly be learned from experience because the evidence needed is found only in utterances of a type too rare to be encountered. Their argument involves three empirical claims. In this note we dispute all three.</description><identifier>ISSN: 0010-0277</identifier><identifier>EISSN: 1873-7838</identifier><identifier>DOI: 10.1016/j.cognition.2003.12.002</identifier><identifier>PMID: 15147935</identifier><identifier>CODEN: CGTNAU</identifier><language>eng</language><publisher>Netherlands: Elsevier B.V</publisher><subject>Children ; Developmental psychology ; English language ; Humans ; Infants ; Language Acquisition ; Learning ; Linguistic Input ; Linguistics ; Poverty of the stimulus ; Stimuli ; Syntax ; Verbal Learning</subject><ispartof>Cognition, 2004-09, Vol.93 (2), p.141-145</ispartof><rights>2004 Elsevier B.V.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c450t-391126965060e094a1d28df7d60e677fa722b8bc8359fa7986b4679307e4798e3</citedby><cites>FETCH-LOGICAL-c450t-391126965060e094a1d28df7d60e677fa722b8bc8359fa7986b4679307e4798e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0010027704000575$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3536,27903,27904,65309</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ730253$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15147935$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Akhtar, Nameera</creatorcontrib><creatorcontrib>Callanan, Maureen</creatorcontrib><creatorcontrib>Pullum, Geoffrey K</creatorcontrib><creatorcontrib>Scholz, Barbara C</creatorcontrib><title>Learning antecedents for anaphoric one</title><title>Cognition</title><addtitle>Cognition</addtitle><description>Lidz et al. [Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn't have learned: Experimental evidence for syntactic structure at 18 months.
Cognition,
89, B65–B73.] claim experimental substantiation of an argument from the poverty of the stimulus, in the sense of Pullum and Scholz [Linguist. Rev. 19 (2002) 9]. They cite a specific feature of English—the assignment of appropriate antecedents for anaphoric
one—that cannot possibly be learned from experience because the evidence needed is found only in utterances of a type too rare to be encountered. Their argument involves three empirical claims. In this note we dispute all three.</description><subject>Children</subject><subject>Developmental psychology</subject><subject>English language</subject><subject>Humans</subject><subject>Infants</subject><subject>Language Acquisition</subject><subject>Learning</subject><subject>Linguistic Input</subject><subject>Linguistics</subject><subject>Poverty of the stimulus</subject><subject>Stimuli</subject><subject>Syntax</subject><subject>Verbal Learning</subject><issn>0010-0277</issn><issn>1873-7838</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqFkctKAzEUhoMoWi9vINpVdzOeXCaXpYhXCm50HaaZM5rSJjWZCr69KS267Cr8nO8kP18IuaZQU6DyZl67-BH84GOoGQCvKasB2AEZUa14pTTXh2QEQKECptQJOc15DgCCKX1MTmhDhTK8GZHJFNsUfPgYt2FAhx2GIY_7mEpuV58xeTeOAc_JUd8uMl7szjPy_nD_dvdUTV8fn-9up5UTDQwVN5QyaWQDEhCMaGnHdNerrkSpVN8qxmZ65jRvTAlGy5mQpQgoLH008jMy2d67SvFrjXmwS58dLhZtwLjOVjeSciHEXlBRwwWVfC_IlRGNNrqAagu6FHNO2NtV8ss2_VgKdiPdzu2fdLuRbimzRXrZvNo9sZ4tsfvf21kuwOUWwKLzb3z_ojiwZlPxdjcuZr89Jpudx1A-wyd0g-2i39vhF8IknZs</recordid><startdate>20040901</startdate><enddate>20040901</enddate><creator>Akhtar, Nameera</creator><creator>Callanan, Maureen</creator><creator>Pullum, Geoffrey K</creator><creator>Scholz, Barbara C</creator><general>Elsevier B.V</general><general>Elsevier</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>20040901</creationdate><title>Learning antecedents for anaphoric one</title><author>Akhtar, Nameera ; Callanan, Maureen ; Pullum, Geoffrey K ; Scholz, Barbara C</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c450t-391126965060e094a1d28df7d60e677fa722b8bc8359fa7986b4679307e4798e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Children</topic><topic>Developmental psychology</topic><topic>English language</topic><topic>Humans</topic><topic>Infants</topic><topic>Language Acquisition</topic><topic>Learning</topic><topic>Linguistic Input</topic><topic>Linguistics</topic><topic>Poverty of the stimulus</topic><topic>Stimuli</topic><topic>Syntax</topic><topic>Verbal Learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Akhtar, Nameera</creatorcontrib><creatorcontrib>Callanan, Maureen</creatorcontrib><creatorcontrib>Pullum, Geoffrey K</creatorcontrib><creatorcontrib>Scholz, Barbara C</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Cognition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Akhtar, Nameera</au><au>Callanan, Maureen</au><au>Pullum, Geoffrey K</au><au>Scholz, Barbara C</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ730253</ericid><atitle>Learning antecedents for anaphoric one</atitle><jtitle>Cognition</jtitle><addtitle>Cognition</addtitle><date>2004-09-01</date><risdate>2004</risdate><volume>93</volume><issue>2</issue><spage>141</spage><epage>145</epage><pages>141-145</pages><issn>0010-0277</issn><eissn>1873-7838</eissn><coden>CGTNAU</coden><abstract>Lidz et al. [Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn't have learned: Experimental evidence for syntactic structure at 18 months.
Cognition,
89, B65–B73.] claim experimental substantiation of an argument from the poverty of the stimulus, in the sense of Pullum and Scholz [Linguist. Rev. 19 (2002) 9]. They cite a specific feature of English—the assignment of appropriate antecedents for anaphoric
one—that cannot possibly be learned from experience because the evidence needed is found only in utterances of a type too rare to be encountered. Their argument involves three empirical claims. In this note we dispute all three.</abstract><cop>Netherlands</cop><pub>Elsevier B.V</pub><pmid>15147935</pmid><doi>10.1016/j.cognition.2003.12.002</doi><tpages>5</tpages></addata></record> |
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| ispartof | Cognition, 2004-09, Vol.93 (2), p.141-145 |
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| language | eng |
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| source | MEDLINE; Elsevier ScienceDirect Journals |
| subjects | Children Developmental psychology English language Humans Infants Language Acquisition Learning Linguistic Input Linguistics Poverty of the stimulus Stimuli Syntax Verbal Learning |
| title | Learning antecedents for anaphoric one |
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