Facilitation and practice in verb acquisition
Bibliographic Data
| ID | 20366659 |
|---|---|
| Authors | Tamar Keren‐portnoy (0000-0002-7258-2404, Bangor University, corresponding author), Tamar Keren-Portnoy |
| Year | 2006 |
| Volume | 33 |
| Issue | 3 |
| Pages | 487-518 |
| Publication date | 2006-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child Language (JOURNAL) |
| Journal identifiers | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0305000906007495 |
| PMID | 17017277 |
| OpenAlex | W2123478525 |
| Language | EN |
| Citations received | 4 |
| References cited | 22 |
This paper presents a model of syntax acquisition, whose main points are as follows: Syntax is acquired in an item-based manner; early learning facilitates subsequent learning – as evidenced by the accelerating rate of new verbs entering a given structure; and mastery of syntactic knowledge is typically achieved through practice – as evidenced by intensive use and common word order errors – and this slows down learning during the early stages of acquiring a structure. The facilitation and practice hypotheses were tested on naturalistic production samples of six Hebrew-acquiring children ranging from ages 1;1 to 2;7 (average ages 1;6 to 2;4 months). Results show that most structures did in fact accelerate; the notion of ‘practice’ is supported by the inverse correlation found between number of verbs and number of errors in the earliest productions in a given structure; and the absence of acceleration in a minority of the structures is due to the fact that they involve relatively less practice
Cognition · Cognitive psychology · Facilitation · Language acquisition · Language production · Linguistics · Mathematics education · Morpheme · Syntax · Verb · Word order · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development
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Context theory of classification learning.
Syntactic subjects in the early speech of American and Italian children
Model learning in syntactic development
The transition to grammar in a bilingual child
Lexically-based learning and early grammatical development
The role of performance limitations in the acquisition of verb-argument structure
Early lexical acquisition
Testing the role of semantic similarity in syntactic development
Pathbreaking verbs in syntactic development and the question of prototypical transitivity
Learning argument structure generalizations
Cognitive Space and Linguistic Case
Language Learnability and Language Development
English Verb Classes and Alternations
An Investigation of the Word Order Parameter of a Parent-Child Verbal Interaction in a Relatively Free Order Language
On acquiring an (S)VO language
The Ontogeny of English Phrase Structure
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.27 |
| Citation span | 2011 - 2021 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |