Handbook of child language acquisition:
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
San Diego [u.a.]
Acad. Press
1999
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXI, 740 S. |
| ISBN: | 0125890419 |
Staff View
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| adam_text | Titel: Handbook of child language acquisition
Autor: Ritchie, William C.
Jahr: 1999
CONTENTS
CONTRIBUTORS xix
ACKNOWLEDGMENTS xxi
I RESEARCH AND THEORETICAL ISSUES IN CHILD
LANGUAGE ACQUISITION
I Child Language Acquisition: Introduction, Foundations,
and Overview
William C. Ritchie
Tej K. Bhatia
I. Introduction 3
II. Issues of Innateness, Maturation, and Modularity in Child
Language Acquisition 5
A. Maturation versus Continuity Theories of Acquisition 12
B. ANonmodular Theory of Acquisition 14
C. Acquisition and Limited Input: The Bioprogram Hypothesis 15
D. Functionalist Approaches to Acquisition 16
E. Another Approach: Connectionism 17
III. Word Learning 18
IV. The Child s Acquisition of Phonology and Pragmatics 19
V. Research Methodology and Applications 21
VI. Modality and the Linguistic Environment in Child Language
Acquisition 24
vii
vül Contents
VII. Language Disorders and Impairments: Special Cases of Child
Language Acquisition 26
VIII. Conclusion 28
References 28
11 ISSUES OF INNATENESS, MATURATION, AND
MODULARITY IN CHILD LANGUAGE ACQUISITION
2. On the Nature, Use, and Acquisition of Language
Noam Chomsky
I. On the Nature, Use, and Acquisition of Language 33
J Maturation and Growth of Grammar
Kenneth Wexler
I. Growth/Maturation, Language Acquisition, and Linguistic Theory 55
II. Growth/Maturation, Biology, and Cognition 69
III. UG-Constrained Maturation and Continuous Development 75
IV. Maturation at the Interface? 78
V. Some Linguistic Developments 19
A. Binding Theory and Interpretation 80
B. Optional Infinitives: The Growth ofFiniteness 90
C. A Note on Argument-Chains 101
VI. Conclusion 105
References 105
4 Universal Grammar:The Strong Continuity Hypothesis
in First Language Acquisition
Barbara Lust
I. Introduction 111
A. Theory ofUG lll
B. Brief History of Empirical Confirmation of UG as a Model
of the Initial State 113
II. Indeterminacy in Interpretation of the Theory of UG 117
A. Problems with the Instantaneous Hypothesis (IH) 120
B. Maturation Hypothesis (MH) 122
C. Problems with the Maturational Hypothesis 124
Contents IX
D. Reasons for Failure of the MH 134
E. ThelssueofAge 135
III. The Streng Continuity Hypothesis (SCH) 137
A. Relation between UG and Language Development 137
B. Grammatical Mapping: From UG to Specific Language
Grammars (SLG) 138
C. UG as Constraining the Course of Acquisition 138
D. UG as Guiding First Language Acquisition 139
E. UG Can Itself Provide Apparent Developmental Delay 139
F. Explanation of Developmental Delay without Offense
ofSCH 140
G. Recent Revisions of the MH 142
IV. Conclusions 143
References 145
J The Acquisition of Syntactic Representations:
A General Nativist Approach
William O Grady
I. Background 157
II. Some Assumptions about the Acquisition Process 160
A. Properties of the Grammar 160
B. The Nature of Experience 161
III. The Learnability Problem Reconsidered 164
A. A Simple Categorical Grammar 166
B. The Acquisition Device 169
C. Syntactic Categories 174
D. Hierarchical Structure 183
IV. Conclusion 187
References 189
O Creole Languages, the Language Bioprogram
Hypothesis, and Language Acquisition
Derek Bickerton
I. Origins of the Hypothesis and Its Relevance to Acquisition 195
II. Current Status of the LBH 198
III. What the LBH Predicts for Acquisition 203
IV. The Pace of Normal Syntactic Development 207
V. The LBH versus Other Acquisition Theories 213
X Contents
VI. Conclusion 216
References 217
/ Functionalist Accounts of the Process of First
Language Acquisition
Matthew Rispoli
I. History and Definitions: Functionalism in Linguistics 221
A. Definitions 221
B. Mathesius and the Prague School 222
C. The Chomskyan Revolution 223
D. Neofunctionalism in Linguistics 225
II. Studies of Language Acquisition 232
A. Semantic Analyses and Cognitivist Approaches 233
B. Isolated Functionalist Analyses of First Language
Acquisition Phenomena 234
C. Bates and MacWhinney s Competition Model 236
III. Recent Developments 238
A. Silverstein s Critique of Functionalism in Language
Acquisition Research 238
B. The Mosaic Acquisition of Grammatical Relations 239
IV. Conclusions 241
References 243
III SEMANTICSAND SYNTAX IN CHILD
WORD LEARNING
O Theories ofWord Learning: Rationalist Alternatives
to Associationism
Paul Bloom
I. Introduction 249
II. Associationist Theories of Word Learning 250
A. Issue 1: The Nature of Word Meanings 253
B- Issue 2: Establishing Word/Meaning Mappings 258
III. Rationalist Perspectives 260
A. Syntax as a Pointer to Conceptual Type 260
Contents xi
B. Abstract Conceptual Types 264
C. Intentionality 267
IV. Conclusion 272
Appendix: Determining the Syntactic Categories That Words
Belong to 272
References 274
7 The Role of Syntax in Verb Learning
Lila R. Gleitman
Jane Gillette
I. Insufficiency of Observation for Verb Learning 280
II. More Power to Verb Learning 282
A. Origins and Motivation 283
B. Form-Meaning Interactions in Verb Learning 284
III. The Zoom Lens Hypothesis 285
IV The Multiple Frames Hypothesis 288
V. The Potency of Various Evidentiary Sources 288
VI. How the Structures of Sentences Can Aid
Vocabulary Acquisition 291
A. Relation of Surface Syntax to Semantics 291
References 293
IV THE CHILD S ACQUISITION OF PHONOLOGY
AND PRAGMATICS
I 0 Child Phonology, Learnability, and Phonological Theory
B. Elan Dresher
I. Learnability: The Logical versus Developmental Problem
of Acquisition 299
II. Some Issues in the Logical Problem of the Acquisition
of Phonology 304
A. The Abstractness Controversy 305
B. Nonlinear Phonology 307
C. Underspecification 309
D. Principles and Parameters 314
xii Contents
III. Some Issues in Developmental Phonology 317
A. Methodological Problems in the Analysis of a Child Language 319
B. Discrepancies between Production and Perception 320
C. Models of the Orgamzation of Child Phonology 323
D. Phonological Development as Growth of Complexity 326
E. Accounting for Stages of Development 337
IV. Conclusion: The Fourth Dimension of Complexity 339
References 340
I I The Development of Pragmatics: Learning to Use
Language Appropriately
Anat Ninio
Catherine E. Snow
I. Defining the Domain of Pragmatics 347
A. Pragmatics versus Syntax and Semantics in Formal Models 347
B. The Place of Pragmatics in Functionalist Models 349
C. Pragmatics in Developmental Theories 350
II. Developing Communicative Intents and Appropriate Ways
of Expressing Them 353
A. Prelinguistic Communicative Abilities 353
B. Communicative Intents Expressed at the Preverbal Stage 354
C. The Continuity Hypothesis 355
D. Transitional Phenomena 355
E. The Pragmatics of Early Single-Word Utterances 356
F. Developmental Trends in the Expression of Communicative
Intents in the Early Stages of Speech Use 358
G. Individual Differences in the Earliest Speech Uses 359
H. Developmental Course of Verbal Control of Speech Acts 359
III. Development of Control over Conversational Rules 360
A. Turn Taking 361
B. Topic Selection and Maintenance 362
C. Individual Differences in Conversational Skill 362
IV. Leaming to Be Pohte 364
V. Learning to Produce Connected Discourse 365
A. Linguistic Devices That Maintain Cross-Utterance Cohesion 366
B. Adaptations to the Audience 367
C. Learning about Genres and Their Structure 368
VI. Endpoint of Pragmatic Development 369
References 370
Contents xiii
V RESEARCH METHODOLOGY AND APPLICATIONS
I 2. Methodology in the Study of Language Acquisition:
A Modular Approach
Stephen Crain
Kenneth Wexler
I. Introduction 387
II. Competing Models of the Language Processing System 388
III. Strong Crossover 394
IV. Null Subjects and the Output Omission Model 403
V. Performance Errors versus Nonadult Grammars 407 X
VI. Minimality and Modulanty 410
VII. Statistics and Competing Factors 412
VIII. Inferences about Grammaticality 418
IX. Conclusion 422
I 3 How DoWe KnowWhat Children Know? Problems
and Advances in Establishing Scientific Methods
for the Study of Language Acquisition
and LinguisticTheory
Barbara Lust
Suzanne Flynn
Ciaire Foley
Yu-Chin Chien
I. Introduction 427
The Structure of This Chapter 428
II. Problems in Determining What Children Know 428
A. What Is the Object of Inquiry? 428
B. Relating Grammar and Behavior 429
C Indeterminacy of Language Data 430
D. Variability in Estimating Linguistic Knowledge
from Language Data 432
III. Foundations for Theory of Research Methodology 434
A. Resolving Theoretical Paradox 434
B. Resolving Indeterminacy and Variability of Language Data 435
C. Experimental Methods 436
xiv Contents
IV. Inferring What Children Know from Their Behavior
on Tasks 437
A. Current Advances in the Study of Natural Speech 437
B. Expenmental Test of Production:
Elicited Imitation (EI) 439
C. Experimental Test of Comprehension: Act Out (AO) 439
D. Converging Evidence: Companng the EI and AO Tasks 440
V. Can Performance Be Bypassed? 443
A. Reduced Behavior Methods 443
B. Examples of Reduced Behavior (RB) Tasks 444
C. Conclusions on Reduced Behavior Tasks 448
D. Converging Evidence 448
VI. Conclusion 450
References 451
I 4 The CHILDES System
Brian MacWhinney
I. Background 457
II. TheDatabase 458
A. EnglishData 459
B. Non-English Data 461
C. Narrative Data 463
D. Language Impairments 463
E. Bilingual Acquisition Data 465
F. Books 465
G. Access to the Database 466
H. Reformatting of the Database 466
III. CHAT 467
A. Key Features of CHAT 467
B. How Much CHAT Does a User Need to Know? 468
IV. CLAN 469
A. CLAN for Lexical Analysis 471
B. CLAN for Morphological Analysis 474
C. CLAN for Syntacüc Analysis 480
D. CLAN for Discourse and Interactional Analyses 482
E. CLAN for Phonological Analyses 484
F. Utilities 487
G. CHECK 488
V. TheFuture 489
References 491
Contents XV
VI MODALITYANDTHE LINGUISTIC ENVIRONMENT
IN CHILD LANGUAGE
I - Input and Language Acquisition
Virginia Valian
I. Three Metaphors 497
II. Forms of Evidence 499
A. Positive Evidence 499
B. Negative Evidence 500
C. Indirect Negative Evidence 502
III. Input Studies 503
IV. Reply Studies 513
V. Intervention Studies 522
VI. Conclusion 525
References 527
I O Modality Effects and Modularity in Language Acquisition:
The Acquisition of American Sign Language
Diane Lillo-Martin
I. Introduction and Background 531
II. The First Decade of Research on the Acquisition of American
Sign Language 533
A. First Signs 534
B. Early Pronouns 534
C. Early Lexical Development 536
D. The Acquisition of ASL Verbal Morphology
and Spatial Syntax 536
III. Current Issues: The First Stages 540
A. Manual Babbling 540
B. First Signs 541
C. Lexical Development 544
D. Phonological Development 545
IV. The Acquisition of Morphology and Syntax 546
A. Verbs of Motion and Location (Classifiers) 546
B. Spatial Syntax 549
C. Nonmanual Grammatical Markers 555
V. Modality and Modularity Effects in Language Acquisition 557
VI. Conclusion and Implications 560
References 561
xvi Contents
I / The Bilingual Child: Some Issues and Perspectives
Tej K. Bhatia
William C. Ritchie
I. Introduction 569
II. Some Basic Questions 571
A. What Is Bilingualism? 571
B. What/Who Is a Bilingual Child? 572
III. Why Study the Bilingual Child? 576
IV. Key Assumptions and Claims 578
A. Universal Grammar and the Principles-and-Parameters
Framework 578
B. The Cntical Penod Hypothesis and Its Biological Basis 579
C. Acquisition versus Learning 582
V. Input Conditions 582
A. Natural versus Unnatural Setting 583
B. Formal Setting: School and Media 583
C. Age and Time 583
D. Other Input Factors and the Typology of Childhood
Bilingualism 585
VI. Input and Stages of Bilingual Language Development 587
A. Separation versus Lack of Separation in Input 587
B. Progression and Regression Phenomena in Bilingual
Children 590
VII. Stages in Monolingual and Bilingual Language
Development 591
A. Phonological Development 592
B. Vocabulary Development 594
C. Morpho-syntactic Development 596
VIII. The Two Linguistic Systems in Bilingual Children 598
A. The Unitary Hypothesis 599
B. The Dual System Hypothesis 603
IX. Input Poverty and Input Modality 614
X. Code Mixing and Code Switching 618
A. Fusion, Code Mixing, and Code Switching 619
B. Adult and Early Child Language Mixing: Qualitative
and Quantitative Differences 620
XI. Bilingual Children and Speech Disorders 627
XII. Conclusions and Future Research 630
A. Theoretical Issues 630
B. Methodological and Analytical Issues 632
References 633
Contents XVÜ
VII LANGUAGE DISORDERS AND IMPAIRMENTS:
SPECIAL CASES OF CHILD LANGUAGE
ACQUISITION
I O Some Empirical andTheoretical Issues in Disordered
Child Phonology
Daniel A. Dinnsen
I. Introduction 647
II. Empirical Characteristics and Theoretical Accounts 648
A. Error Patterns 648
B. Natural Phonology Accounts 651
C. Alteraate Accounts 651
D. The Nature of Phonetic Inventories 659
III. Phonological Issues in Climcal Treatment 665
IV. Conclusion 668
References 670
I z Linguistic Perspectives on Specific Language Impairment
Harald Clahsen
I. Introduction 675
II. Linguistic Interpretations of SLI 677
A. The Surface Account 678
B. The Missing Feature Account 679
C. The Rule-Deficit Model of SLf 680
D. The Grammatical Agreement Deficit 681
III. Empirical Results on Grammatical Development
in SLI Children 682
A. Person and Number Agreement 683
B. Auxiliaries and Modais 684
C. CaseMarking 685
D. Gender Marking , 686
E. Noun Plurals 687
F. TenseMaking 690
G. Participle Inflection 691
H. Word Order v 692
IV. Discussion 693
A. Problems of the Surface Account 694
B. Features and Rules in SLI Children s Grammars 695
C. Evaluating the Missing Agreement Hypothesis 697
XVÜi Contents
V. Summary and Conclusion 700
References 701
LIST OF ABBREVIATIONS 705
AUTHOR INDEX 707
SUBJECT INDEX 721
i
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| spelling | Handbook of child language acquisition ed. by William C. Ritchie ... San Diego [u.a.] Acad. Press 1999 XXI, 740 S. txt rdacontent n rdamedia nc rdacarrier Taalverwerving gtt Language acquisition Spracherwerb (DE-588)4056458-7 gnd rswk-swf Spracherwerb (DE-588)4056458-7 s DE-604 Ritchie, William C. Sonstige (DE-588)129566640 oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008390756&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Handbook of child language acquisition |
| title_auth | Handbook of child language acquisition |
| title_exact_search | Handbook of child language acquisition |
| title_full | Handbook of child language acquisition ed. by William C. Ritchie ... |
| title_fullStr | Handbook of child language acquisition ed. by William C. Ritchie ... |
| title_full_unstemmed | Handbook of child language acquisition ed. by William C. Ritchie ... |
| title_short | Handbook of child language acquisition |
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| topic | Taalverwerving gtt Language acquisition Spracherwerb (DE-588)4056458-7 gnd |
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