Language acquisition and development a generative introduction
"This textbook provides an introduction to the study of first language acquisition in children from a formal/generative theoretical standpoint. It covers the main areas of linguistic theory: phonetics and phonology (covered in terms of children's speech perception and production), the lexi...
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| 245 | 1 | 0 | |a Language acquisition and development |b a generative introduction |c Misha Becker and Kamil Ud Deen |
| 264 | 1 | |a Cambridge |b MIT Press |c 2020 | |
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| 505 | 8 | |a I. Module 1: Language Acquisition in Theoretical Context: 1. Introduction: What is Language Acquisition? -- 2. Theoretical Approaches to Studying Language Acquisition -- II. Module 2: Building a Sound System: 3. Early Speech Perception -- 4. Speech Production and Phonological Development -- III. Module 3: Word Meaning and Word Structure: 5. Word Learning -- 6. The Acquisition of Morphology -- IV. Module 4: The Sentence Level: 7. Syntactic Development -- V. Module 5: Beyond Monolingual and Typical Language Acquisition: 8. Language Acquisition under Non-Typical Circumstances -- 9. Acquisition of More Than One Language -- Appendix A. IPA charts -- Appendix B. Experimental Methodologies -- Module 1: Naturalistic Data -- Module 2: Production Data -- Module 3: Comprehension Data -- Notes -- Index | |
| 520 | 3 | |a "This textbook provides an introduction to the study of first language acquisition in children from a formal/generative theoretical standpoint. It covers the main areas of linguistic theory: phonetics and phonology (covered in terms of children's speech perception and production), the lexicon and morphology (covered in terms of children's acquisition of word meaning and word structure), and syntax (covering several aspects of children's acquisition of sentence structure). In addition, there is one chapter devoted to different theoretical approaches to the study of language acquisition, non-typical language acquisition (late language acquisition, language acquisition in blind and deaf children and with language or cognitive disorders), and bilingual language development. This textbook is unique in that the scope encompasses all of the core areas of linguistics (including phonology), at a level that is accessible to students with little background in linguistics, but takes a generative theoretical perspective. The intent of the book is to provide students with the tools of analyzing children's grammar so that they can go on to study children's language acquisition in more depth in a more advanced course, on their own, or in other languages"-- | |
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| adam_text | Contents Acknowledgments xi I MODULE 1: LANGUAGE ACQUISITION IN THEORETICAL CONTEXT 1 Introduction: What Is Language Acquisition? 1.1 1.2 1.3 1.4 1.5 2 3 The Logical Problem of Language Acquisition 3 The Developmental Problem of Language Acquisition Overview of Chapters 10 Further Reading 13 References 13 9 Theoretical Approaches to Studying Language Acquisition 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 1 15 Universal Grammar 16 2.1.1 Motivations for Universal Grammar 16 2.1.1.1 The Problem of Induction 17 2.1.1.2 An Example from Language 21 2.1.1.3 The Poverty of the Stimulus 24 2.1.2 The UG-Based View of Language: A Computational System 29 2.1.3 Competence versus Performance 30 2.1.4 Flavors of UG Approaches 31 2.1.4.1 Continuity 31 2.1.4.2 Principles and Parameters 32 Statistical Tracking 35 Modern Constructivist Approaches 39 2.3.1 What Is a Domain-General Mechanism? 39 2.3.2 The Constructivist View of Language: Form-Meaning Pairings 40 2.3.3 How Constructivism Works 41 How Does Constructivism Differ from the UG-Based Approach? 45 Summary 47 Further Reading 48 Exercises 48 References 50
Contents vi II 3 MODULE 2: BUILDING A SOUND SYSTEM Early Speech Perception 53 55 3.1 Speech Sound Discrimination 57 3.2 Perceiving Phonemic Contrasts 63 3.3 Finding Word Boundaries: Speech Segmentation 66 3.3.1 Infant-Directed Speech 67 3.3.2 The Importance of Prosody and Rhythm 70 3.3.3 Phonotactic Constraints 72 3.4 Summary 73 3.5 Further Reading 73 3.6 Exercises 74 3.7 References 75 4 Speech Production and Phonological Development 79 4.1 When Are Vocalizations Part of Language? 79 4.2 Building a Sound System 82 4.2.1 What Is a Phoneme? 82 4.2.2 Early Phoneme Inventory 83 4.3 Common Phonological Processes 85 4.3.1 Substitutions 86 4.3.2 Assimilations 87 4.3.3 Syllabic Processes 88 4.3.4 Covert Contrasts 90 4.4 Accounting for Patterns: Phonological Rules 90 4.5 Accounting for Patterns: Constraints 94 4.6 Summary 98 4.7 Further Reading 99 4.8 Exercises 99 4.9 References 101 III MODULE 3: WORD MEANING AND WORD STRUCTURE 5 Word Learning 5.1 5.2 5.3 5.4 5.5 103 105 Characteristics of Early Word Production 105 5.1.1 The Vocabulary Spurt 107 5.1.2 Contentor Early Vocabulary 107 5.1.3 Early Uses of Nouns: Overextension and Underextension 108 5.1.4 Early Vocabulary Comprehension and Fast Mapping 110 The Problems of Word Learning, and the Limitations of Ostensión 111 Principles That Guide Word Learning 116 5.3.1 Principle 1: The Principle of Reference 116 5.3.2 Principle 2: The Whole Object Constraint 117 5.3.3 Principle 3: The Principle of Mutual Exclusivity 118 Learning Verbs via Syntactic Bootstrapping 120 Summary 128
Contents vii 5.6 Further Reading 129 5.7 Exercises 129 5.8 References 131 6 The Acquisition of Morphology 135 6.0 Introduction 135 6.1 The Foundation: Roger Brown 137 6.1.1 Brown’s Method for Establishing When a Morpheme Has Been Acquired 138 6.1.1.1 Obligatory Contexts 138 6.1.1.2 90% Criterion 139 6.1.1.3 Consistency 139 6.1.1.4 Mean Length of Utterance 141 6.1.2 Brown’s Findings 142 6.2 Acquisition of a Rule, or Memorized Chunk: Jean Berko (Gleason) 143 6.3 General Properties of the Acquisition of Inflection 145 6.3.1 Rapidity and Accuracy 145 6.3.2 Prefixation versus Suffixation 146 6.3.3 Rich versus Impoverished Morphology 147 6.3.4 Kinds of Morphological Errors 148 6.3.4.1 Errors of Commission versus Errors of Omission 148 6.3.4.2 Overregularization and U-Shaped Development 151 6.4 The Role of Input 153 6.5 Summary 155 6.6 Further Reading 155 6.7 Exercises 155 6.8 References 157 IV 7 MODULE 4: THE SENTENCE LEVEL Syntactic Development 165 167 7.0 Introduction 167 7.1 Bootstrapping into Syntax: Semantic Bootstrapping 167 7.2 Functional Structure and Optional Infinitives 170 7.2.1 Functional Categories and Structure 171 7.2.2 Telegraphic Speech 177 7.2.3 Optional Infinitives 178 7.2.3.1 The Truncation Hypothesis 180 7.2.3.2 Form-Position Contingencies in Optional Infinitives 184 7.2.3.3 Null Subject Contingencies in Optional Infinitives 187 7.2.3.4 Wh-question Contingencies with Optional Infinitives 188 7.2.3.5 Summary of Optional Infinitives and Truncation 188 7.3 Other Aspects of Functional Structure 190 7.3.1 Negation 190 7.3.2 Questions 191 7.3.3 Passive Construction
197 7.3.4 Relative Clauses 201
Contents viii 7.4 7.5 7.6 7.7 7.8 V The Problem of Variable Reference 203 7.4.1 The Binding Theory 204 7.4.2 Principle of Reflexives (Principle A) 206 7.4.3 Principle of Pronouns (Principle B) 211 7.4.4 Principle of R-Expressions (Principle C) 213 7.4.5 Summary of the Binding Principles 215 Summary 216 Further Reading 217 Exercises 217 References 218 MODULE 5: BEYOND MONOLINGUAL AND TYPICAL LANGUAGE ACQUISITION 8 Language Acquisition under Nontypical Circumstances 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 9 223 Acquisition of More than One Language 9.0 9.1 225 Late First-Language Acquisition 225 8.1.1 Feral Children 226 8.1.2 Genie 227 8.1.3 Chelsea 230 Language Acquisition in Deaf Children 232 8.2.1 Acquisition of Sign Language in Deaf Children 233 8.2.2 Late Acquisition of ASL 238 8.2.3 Acquisition of Oral Language in Deaf Children 239 8.2.4 Summary 242 Language Acquisition in Blind Children 242 8.3.1 Lexical and Grammatical Development 242 8.3.2 Acquisition of Perception Verbs 243 8.3.3 Summary 245 Impaired Language Acquisition 245 8.4.1 Specific Language Impairment 245 8.4.1.1 Grammatical Characteristics of SLI 247 8.4.1.2 Causes of and Explanations for SLI 249 8.4.2 Autism and Autism Spectrum Disorder 251 8.4.3 Hemispherectomy 253 Summary 256 Further Reading 256 Exercises 256 References 259 265 Introduction 265 Bilingualism in Early Childhood: Simultaneous Bilingualism 9.1.1 The Single-System Hypothesis 267 9.1.2 The Separate-Systems Hypothesis 268 9.1.3 The Interdependent Development Hypothesis 270 9.1.4 Code-Switching 272 266
Contents ix 9.2 Successive Bilingual Acquisition 274 9.3 Language Attrition and Heritage Language 275 9.4 Language Endangerment and Language Revitalization 278 9.4.1 Is Language Revitalization Important? 279 9.4.1.1 Scientific Knowledge, Including Linguistic Knowledge 9.4.1.2 Cultural Knowledge 280 9.4.1.3 Identity 281 9.4.1.4 Autonomy 281 9.4.2 How Are Languages Revitalized? 282 9.5 Summary 284 9.6 Further Reading 285 9.7 Exercises 285 9.8 References 286 Appendix A: English IPA Symbols 289 Appendix B: Methods in Child Language Acquisition 293 Introduction 293 Module 1: Naturalistic Data 293 What Is Naturalistic Data? 294 How Naturalistic Data Is Collected 295 Module 2: Production Data 296 Elicited Production 296 Elicited Imitation 298 Priming 299 Module 3: Comprehension Data 300 Grammaticality/Acceptability Judgment 300 Truth Value Judgment Task (TVJT) 301 Picture Selection 303 Intermodal Preferential Looking Paradigm / Eye Tracking 304 Act Out Task 306 Methodologies for Infant Studies 307 Brain-Based Methods 309 Further Reading 310 References 310 Notes Index 313 317 280
|
| adam_txt |
Contents Acknowledgments xi I MODULE 1: LANGUAGE ACQUISITION IN THEORETICAL CONTEXT 1 Introduction: What Is Language Acquisition? 1.1 1.2 1.3 1.4 1.5 2 3 The Logical Problem of Language Acquisition 3 The Developmental Problem of Language Acquisition Overview of Chapters 10 Further Reading 13 References 13 9 Theoretical Approaches to Studying Language Acquisition 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 1 15 Universal Grammar 16 2.1.1 Motivations for Universal Grammar 16 2.1.1.1 The Problem of Induction 17 2.1.1.2 An Example from Language 21 2.1.1.3 The Poverty of the Stimulus 24 2.1.2 The UG-Based View of Language: A Computational System 29 2.1.3 Competence versus Performance 30 2.1.4 Flavors of UG Approaches 31 2.1.4.1 Continuity 31 2.1.4.2 Principles and Parameters 32 Statistical Tracking 35 Modern Constructivist Approaches 39 2.3.1 What Is a Domain-General Mechanism? 39 2.3.2 The Constructivist View of Language: Form-Meaning Pairings 40 2.3.3 How Constructivism Works 41 How Does Constructivism Differ from the UG-Based Approach? 45 Summary 47 Further Reading 48 Exercises 48 References 50
Contents vi II 3 MODULE 2: BUILDING A SOUND SYSTEM Early Speech Perception 53 55 3.1 Speech Sound Discrimination 57 3.2 Perceiving Phonemic Contrasts 63 3.3 Finding Word Boundaries: Speech Segmentation 66 3.3.1 Infant-Directed Speech 67 3.3.2 The Importance of Prosody and Rhythm 70 3.3.3 Phonotactic Constraints 72 3.4 Summary 73 3.5 Further Reading 73 3.6 Exercises 74 3.7 References 75 4 Speech Production and Phonological Development 79 4.1 When Are Vocalizations Part of Language? 79 4.2 Building a Sound System 82 4.2.1 What Is a Phoneme? 82 4.2.2 Early Phoneme Inventory 83 4.3 Common Phonological Processes 85 4.3.1 Substitutions 86 4.3.2 Assimilations 87 4.3.3 Syllabic Processes 88 4.3.4 Covert Contrasts 90 4.4 Accounting for Patterns: Phonological Rules 90 4.5 Accounting for Patterns: Constraints 94 4.6 Summary 98 4.7 Further Reading 99 4.8 Exercises 99 4.9 References 101 III MODULE 3: WORD MEANING AND WORD STRUCTURE 5 Word Learning 5.1 5.2 5.3 5.4 5.5 103 105 Characteristics of Early Word Production 105 5.1.1 The Vocabulary Spurt 107 5.1.2 Contentor Early Vocabulary 107 5.1.3 Early Uses of Nouns: Overextension and Underextension 108 5.1.4 Early Vocabulary Comprehension and Fast Mapping 110 The Problems of Word Learning, and the Limitations of Ostensión 111 Principles That Guide Word Learning 116 5.3.1 Principle 1: The Principle of Reference 116 5.3.2 Principle 2: The Whole Object Constraint 117 5.3.3 Principle 3: The Principle of Mutual Exclusivity 118 Learning Verbs via Syntactic Bootstrapping 120 Summary 128
Contents vii 5.6 Further Reading 129 5.7 Exercises 129 5.8 References 131 6 The Acquisition of Morphology 135 6.0 Introduction 135 6.1 The Foundation: Roger Brown 137 6.1.1 Brown’s Method for Establishing When a Morpheme Has Been Acquired 138 6.1.1.1 Obligatory Contexts 138 6.1.1.2 90% Criterion 139 6.1.1.3 Consistency 139 6.1.1.4 Mean Length of Utterance 141 6.1.2 Brown’s Findings 142 6.2 Acquisition of a Rule, or Memorized Chunk: Jean Berko (Gleason) 143 6.3 General Properties of the Acquisition of Inflection 145 6.3.1 Rapidity and Accuracy 145 6.3.2 Prefixation versus Suffixation 146 6.3.3 Rich versus Impoverished Morphology 147 6.3.4 Kinds of Morphological Errors 148 6.3.4.1 Errors of Commission versus Errors of Omission 148 6.3.4.2 Overregularization and U-Shaped Development 151 6.4 The Role of Input 153 6.5 Summary 155 6.6 Further Reading 155 6.7 Exercises 155 6.8 References 157 IV 7 MODULE 4: THE SENTENCE LEVEL Syntactic Development 165 167 7.0 Introduction 167 7.1 Bootstrapping into Syntax: Semantic Bootstrapping 167 7.2 Functional Structure and Optional Infinitives 170 7.2.1 Functional Categories and Structure 171 7.2.2 Telegraphic Speech 177 7.2.3 Optional Infinitives 178 7.2.3.1 The Truncation Hypothesis 180 7.2.3.2 Form-Position Contingencies in Optional Infinitives 184 7.2.3.3 Null Subject Contingencies in Optional Infinitives 187 7.2.3.4 Wh-question Contingencies with Optional Infinitives 188 7.2.3.5 Summary of Optional Infinitives and Truncation 188 7.3 Other Aspects of Functional Structure 190 7.3.1 Negation 190 7.3.2 Questions 191 7.3.3 Passive Construction
197 7.3.4 Relative Clauses 201
Contents viii 7.4 7.5 7.6 7.7 7.8 V The Problem of Variable Reference 203 7.4.1 The Binding Theory 204 7.4.2 Principle of Reflexives (Principle A) 206 7.4.3 Principle of Pronouns (Principle B) 211 7.4.4 Principle of R-Expressions (Principle C) 213 7.4.5 Summary of the Binding Principles 215 Summary 216 Further Reading 217 Exercises 217 References 218 MODULE 5: BEYOND MONOLINGUAL AND TYPICAL LANGUAGE ACQUISITION 8 Language Acquisition under Nontypical Circumstances 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 9 223 Acquisition of More than One Language 9.0 9.1 225 Late First-Language Acquisition 225 8.1.1 Feral Children 226 8.1.2 Genie 227 8.1.3 Chelsea 230 Language Acquisition in Deaf Children 232 8.2.1 Acquisition of Sign Language in Deaf Children 233 8.2.2 Late Acquisition of ASL 238 8.2.3 Acquisition of Oral Language in Deaf Children 239 8.2.4 Summary 242 Language Acquisition in Blind Children 242 8.3.1 Lexical and Grammatical Development 242 8.3.2 Acquisition of Perception Verbs 243 8.3.3 Summary 245 Impaired Language Acquisition 245 8.4.1 Specific Language Impairment 245 8.4.1.1 Grammatical Characteristics of SLI 247 8.4.1.2 Causes of and Explanations for SLI 249 8.4.2 Autism and Autism Spectrum Disorder 251 8.4.3 Hemispherectomy 253 Summary 256 Further Reading 256 Exercises 256 References 259 265 Introduction 265 Bilingualism in Early Childhood: Simultaneous Bilingualism 9.1.1 The Single-System Hypothesis 267 9.1.2 The Separate-Systems Hypothesis 268 9.1.3 The Interdependent Development Hypothesis 270 9.1.4 Code-Switching 272 266
Contents ix 9.2 Successive Bilingual Acquisition 274 9.3 Language Attrition and Heritage Language 275 9.4 Language Endangerment and Language Revitalization 278 9.4.1 Is Language Revitalization Important? 279 9.4.1.1 Scientific Knowledge, Including Linguistic Knowledge 9.4.1.2 Cultural Knowledge 280 9.4.1.3 Identity 281 9.4.1.4 Autonomy 281 9.4.2 How Are Languages Revitalized? 282 9.5 Summary 284 9.6 Further Reading 285 9.7 Exercises 285 9.8 References 286 Appendix A: English IPA Symbols 289 Appendix B: Methods in Child Language Acquisition 293 Introduction 293 Module 1: Naturalistic Data 293 What Is Naturalistic Data? 294 How Naturalistic Data Is Collected 295 Module 2: Production Data 296 Elicited Production 296 Elicited Imitation 298 Priming 299 Module 3: Comprehension Data 300 Grammaticality/Acceptability Judgment 300 Truth Value Judgment Task (TVJT) 301 Picture Selection 303 Intermodal Preferential Looking Paradigm / Eye Tracking 304 Act Out Task 306 Methodologies for Infant Studies 307 Brain-Based Methods 309 Further Reading 310 References 310 Notes Index 313 317 280 |
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| contents | I. Module 1: Language Acquisition in Theoretical Context: 1. Introduction: What is Language Acquisition? -- 2. Theoretical Approaches to Studying Language Acquisition -- II. Module 2: Building a Sound System: 3. Early Speech Perception -- 4. Speech Production and Phonological Development -- III. Module 3: Word Meaning and Word Structure: 5. Word Learning -- 6. The Acquisition of Morphology -- IV. Module 4: The Sentence Level: 7. Syntactic Development -- V. Module 5: Beyond Monolingual and Typical Language Acquisition: 8. Language Acquisition under Non-Typical Circumstances -- 9. Acquisition of More Than One Language -- Appendix A. IPA charts -- Appendix B. Experimental Methodologies -- Module 1: Naturalistic Data -- Module 2: Production Data -- Module 3: Comprehension Data -- Notes -- Index |
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Module 1: Language Acquisition in Theoretical Context: 1. Introduction: What is Language Acquisition? -- 2. Theoretical Approaches to Studying Language Acquisition -- II. Module 2: Building a Sound System: 3. Early Speech Perception -- 4. Speech Production and Phonological Development -- III. Module 3: Word Meaning and Word Structure: 5. Word Learning -- 6. The Acquisition of Morphology -- IV. Module 4: The Sentence Level: 7. Syntactic Development -- V. Module 5: Beyond Monolingual and Typical Language Acquisition: 8. Language Acquisition under Non-Typical Circumstances -- 9. Acquisition of More Than One Language -- Appendix A. IPA charts -- Appendix B. 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| illustrated | Illustrated |
| index_date | 2024-07-03T14:31:34Z |
| indexdate | 2024-09-27T16:47:09Z |
| institution | BVB |
| isbn | 9780262043588 |
| language | English |
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| publisher | MIT Press |
| record_format | marc |
| spellingShingle | Becker, Misha Karen 1973- Language acquisition and development a generative introduction I. Module 1: Language Acquisition in Theoretical Context: 1. Introduction: What is Language Acquisition? -- 2. Theoretical Approaches to Studying Language Acquisition -- II. Module 2: Building a Sound System: 3. Early Speech Perception -- 4. Speech Production and Phonological Development -- III. Module 3: Word Meaning and Word Structure: 5. Word Learning -- 6. The Acquisition of Morphology -- IV. Module 4: The Sentence Level: 7. Syntactic Development -- V. Module 5: Beyond Monolingual and Typical Language Acquisition: 8. Language Acquisition under Non-Typical Circumstances -- 9. Acquisition of More Than One Language -- Appendix A. IPA charts -- Appendix B. Experimental Methodologies -- Module 1: Naturalistic Data -- Module 2: Production Data -- Module 3: Comprehension Data -- Notes -- Index Spracherwerb (DE-588)4056458-7 gnd |
| subject_GND | (DE-588)4056458-7 |
| title | Language acquisition and development a generative introduction |
| title_auth | Language acquisition and development a generative introduction |
| title_exact_search | Language acquisition and development a generative introduction |
| title_exact_search_txtP | Language acquisition and development a generative introduction |
| title_full | Language acquisition and development a generative introduction Misha Becker and Kamil Ud Deen |
| title_fullStr | Language acquisition and development a generative introduction Misha Becker and Kamil Ud Deen |
| title_full_unstemmed | Language acquisition and development a generative introduction Misha Becker and Kamil Ud Deen |
| title_short | Language acquisition and development |
| title_sort | language acquisition and development a generative introduction |
| title_sub | a generative introduction |
| topic | Spracherwerb (DE-588)4056458-7 gnd |
| topic_facet | Spracherwerb |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032124815&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT beckermishakaren languageacquisitionanddevelopmentagenerativeintroduction AT uddeenkamil languageacquisitionanddevelopmentagenerativeintroduction |