Clarity of purpose in L1 acquisition research
A response to Ken Drozd's Learnability and linguistic performance
Bibliographic Data
| ID | 20367259 |
|---|---|
| Authors | William Philip (corresponding author) |
| Year | 2004 |
| Volume | 31 |
| Issue | 2 |
| Pages | 496-499 |
| Publication date | 2004-05-01 |
| 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/s0305000904006154 |
| OpenAlex | W2133627986 |
| Language | EN |
| Citations received | 2 |
Complementing Bart Geurts' (2000) review of the same book, Ken Drozd's Learnability and linguistic performance points out several serious problems with the L1 acquisition research programme of Crain & Thornton (1998). Drozd's objections are so clearly stated that there is little I can add. Nonetheless, I will attempt to flesh out some of his more general points by examining more closely a specific case, namely the experiments in Crain, Thornton, Boster, Conway, Lillo-Martin & Woodams (1996) which focused on normal preschool children's understanding of simple universally quantified sentences
CLARITY · Cognitive psychology · Language acquisition · Learnability · Linguistics · Mathematics education · Computer Science · Educational and Psychological Assessments · Language Development and Disorders · Philosophy · Psychology · Artificial Intelligence
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2010 - 2020 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |