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Comparing different models of the development of the English verb category
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In this study data from the first six months of 12 children s multiword speech were used to test the validity of Valian's (1991) syntactic perfor-mance-limitation account and Tomasello s (1992) verb-island account of early multiword speech with particular reference to the development of the English verb category. The results provide evidence for appropriate use of verb morphology, auxiliary verb structures, pronoun case marking, and SVO word order from quite early in development. However, they also demonstrate a great deal of lexical specificity in the children's use of these systems, evidenced by a lack of overlap in the verbs to which different morphological markers were applied, a lack of overlap in the verbs with which different auxiliary verbs were used, a disproportionate use of the first person singular nominative pronoun I, and a lack of overlap in the lexical items that served as the subjects and direct objects of transitive verbs. These findings raise problems for both a syntactic performance-limitation account and a strong verb-island account of the data and suggest the need to develop a more general lexiealist account of early multiword speech that explains why some words come to function as "islands" of organization in the child's grammar and others do not.
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“A high proportion of children's earlymultiword speech is produced from a developing set of slot-and-frame patterns.”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Pine, Lieven, and Rowland (1998)
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“Children's language between the ages of 2 and 3 years old is much more 'low-scope' than theories of generative grammar have argued.”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Pine, Lieven, and Rowland (1998)
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Competition all the way down: How children learn word order cues to sentence meaningPreprint
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Metadata
- Authors
- PINE, J. M., LIEVEN, E. V. M., & ROWLAND, C. F.
- Affiliations
- Max Planck Society (DE)
- University of Liverpool (GB)
- Venue
- Linguistics
- Publisher
- Walter de Gruyter GmbH
- Published
- 1998
- Volume
- 36
- Issue
- 4
- ISSN
- 0024-3949 (ISSN-L)
- 1613-396X
- OpenAlex
- W2021461858
- Cited by
- 214
- References
- 40
- Citations by year
- 2026: 2 · 2025: 3 · 2023: 3 · 2022: 5 · 2021: 2 · 2020: 3 · 2019: 3 · 2018: 1 · 2017: 5 · 2016: 3 · 2015: 6 · 2014: 31 · 2013: 5 · 2012: 2
- FWCI
- 25.35
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- other-oa
- Locations
- Linguistics (publishedVersion)
- MPG.PuRe (Max Planck Society) (submittedVersion, other-oa)
- Max Planck Institute for Plasma Physics (submittedVersion)
- Max Planck Digital Library (submittedVersion, other-oa)
- MPG.PuRe (Max Planck Society) (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Arts and Humanities › Language and Linguistics › Syntax, Semantics, Linguistic Variation
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- lexical specificity, auxiliary verbs, SVO word order, verb morphology, first-person singular pronouns, transitive verbs, child language acquisition
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