Language Acquisition and Development, A Generative Introduction by Becker, Misha -- Read -- Imperial Library of Trantor

Index

Cover Title Page Copyright Table of Contents Acknowledgments I. Module 1: Language Acquisition in Theoretical Context

1. Introduction: What Is Language Acquisition?

1.1 The Logical Problem of Language Acquisition 1.2 The Developmental Problem of Language Acquisition 1.3 Overview of Chapters 1.4 Further Reading 1.5 References

2. Theoretical Approaches to Studying Language Acquisition

2.1 Universal Grammar

2.1.1 Motivations for Universal Grammar

2.1.1.1 The Problem of Induction 2.1.1.2 An Example from Language 2.1.1.3 The Poverty of the Stimulus

2.1.2 The UG-Based View of Language: A Computational System 2.1.3 Competence versus Performance 2.1.4 Flavors of UG Approaches

2.1.4.1 Continuity 2.1.4.2 Principles and Parameters

2.2 Statistical Tracking 2.3 Modern Constructivist Approaches

2.3.1 What Is a Domain-General Mechanism? 2.3.2 The Constructivist View of Language: Form-Meaning Pairings 2.3.3 How Constructivism Works

2.4 How Does Constructivism Differ from the UG-Based Approach? 2.5 Summary 2.6 Further Reading 2.7 Exercises 2.8 References

II. Module 2: Building A Sound System

3. Early Speech Perception

3.1 Speech Sound Discrimination 3.2 Perceiving Phonemic Contrasts 3.3 Finding Word Boundaries: Speech Segmentation

3.3.1 Infant-Directed Speech 3.3.2 The Importance of Prosody and Rhythm 3.3.3 Phonotactic Constraints

3.4 Summary 3.5 Further Reading 3.6 Exercises 3.7 References

4. Speech Production and Phonological Development

4.1 When Are Vocalizations Part of Language? 4.2 Building a Sound System

4.2.1 What Is a Phoneme? 4.2.2 Early Phoneme Inventory

4.3 Common Phonological Processes

4.3.1 Substitutions 4.3.2 Assimilations 4.3.3 Syllabic Processes 4.3.4 Covert Contrasts

4.4 Accounting for Patterns: Phonological Rules 4.5 Accounting for Patterns: Constraints 4.6 Summary 4.7 Further Reading 4.8 Exercises 4.9 References

III. Module 3: Word Meaning and Word Structure

5. Word Learning

5.1 Characteristics of Early Word Production

5.1.1 The Vocabulary Spurt 5.1.2 Content of Early Vocabulary 5.1.3 Early Uses of Nouns: Overextension and Underextension 5.1.4 Early Vocabulary Comprehension and Fast Mapping

5.2 The Problems of Word Learning, and the Limitations of Ostension 5.3 Principles That Guide Word Learning

5.3.1 Principle 1: The Principle of Reference 5.3.2 Principle 2: The Whole Object Constraint 5.3.3 Principle 3: The Principle of Mutual Exclusivity

5.4 Learning Verbs via Syntactic Bootstrapping 5.5 Summary 5.6 Further Reading 5.7 Exercises 5.8 References

6. The Acquisition of Morphology

6.0 Introduction 6.1 The Foundation: Roger Brown

6.1.1 Brown’s Method for Establishing When a Morpheme Has Been Acquired

6.1.1.1 Obligatory Contexts 6.1.1.2 90% Criterion 6.1.1.3 Consistency 6.1.1.4 Mean Length of Utterance

6.1.2 Brown’s Findings

6.2 Acquisition of a Rule, or Memorized Chunk: Jean Berko (Gleason) 6.3 General Properties of the Acquisition of Inflection

6.3.1 Rapidity and Accuracy 6.3.2 Prefixation versus Suffixation 6.3.3 Rich versus Impoverished Morphology 6.3.4 Kinds of Morphological Errors

6.3.4.1 Errors of Commission versus Errors of Omission 6.3.4.2 Overregularization and U-Shaped Development

6.4 The Role of Input 6.5 Summary 6.6 Further Reading 6.7 Exercises 6.8 References

IV. Module 4: The Sentence Level

7. Syntactic Development

7.0 Introduction 7.1 Bootstrapping into Syntax: Semantic Bootstrapping 7.2 Functional Structure and Optional Infinitives

7.2.1 Functional Categories and Structure 7.2.2 Telegraphic Speech 7.2.3 Optional Infinitives

7.2.3.1 The Truncation Hypothesis 7.2.3.2 Form-Position Contingencies in Optional Infinitives 7.2.3.3 Null Subject Contingencies in Optional Infinitives 7.2.3.4 Wh-question Contingencies with Optional Infinitives 7.2.3.5 Summary of Optional Infinitives and Truncation

7.3 Other Aspects of Functional Structure

7.3.1 Negation 7.3.2 Questions 7.3.3 Passive Construction 7.3.4 Relative Clauses

7.4 The Problem of Variable Reference

7.4.1 The Binding Theory 7.4.2 Principle of Reflexives (Principle A) 7.4.3 Principle of Pronouns (Principle B) 7.4.4 Principle of R-Expressions (Principle C) 7.4.5 Summary of the Binding Principles

7.5 Summary 7.6 Further Reading 7.7 Exercises 7.8 References

V. Module 5: Beyond Monolingual and Typical Language Acquisition

8. Language Acquisition under Nontypical Circumstances

8.1 Late First-Language Acquisition

8.1.1 Feral Children 8.1.2 Genie 8.1.3 Chelsea

8.2 Language Acquisition in Deaf Children

8.2.1 Acquisition of Sign Language in Deaf Children 8.2.2 Late Acquisition of ASL 8.2.3 Acquisition of Oral Language in Deaf Children 8.2.4 Summary

8.3 Language Acquisition in Blind Children

8.3.1 Lexical and Grammatical Development 8.3.2 Acquisition of Perception Verbs 8.3.3 Summary

8.4 Impaired Language Acquisition

8.4.1 Specific Language Impairment

8.4.1.1 Grammatical Characteristics of SLI 8.4.1.2 Causes of and Explanations for SLI

8.4.2 Autism and Autism Spectrum Disorder 8.4.3 Hemispherectomy

8.5 Summary 8.6 Further Reading 8.7 Exercises 8.8 References

9. Acquisition of More than One Language

9.0 Introduction 9.1 Bilingualism in Early Childhood: Simultaneous Bilingualism

9.1.1 The Single-System Hypothesis 9.1.2 The Separate-Systems Hypothesis 9.1.3 The Interdependent Development Hypothesis 9.1.4 Code-Switching

9.2 Successive Bilingual Acquisition 9.3 Language Attrition and Heritage Language 9.4 Language Endangerment and Language Revitalization

9.4.1 Is Language Revitalization Important?

9.4.1.1 Scientific Knowledge, Including Linguistic Knowledge 9.4.1.2 Cultural Knowledge 9.4.1.3 Identity 9.4.1.4 Autonomy

9.4.2 How Are Languages Revitalized?

9.5 Summary 9.6 Further Reading 9.7 Exercises 9.8 References

Appendix A: English IPA Symbols Appendix B: Methods in Child Language Acquisition

Introduction Module 1: Naturalistic Data

What Is Naturalistic Data? How Naturalistic Data Is Collected

Module 2: Production Data

Elicited Production Elicited Imitation Priming

Module 3: Comprehension Data

Grammaticality/Acceptability Judgment Truth Value Judgment Task (TVJT) Picture Selection Intermodal Preferential Looking Paradigm / Eye Tracking Act Out Task Methodologies for Infant Studies Brain-Based Methods