Titlebook: New Directions In Language Development And Disorders; Michael Perkins,Sara Howard Book 2000 Springer Science+Business Media New York 2000

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Argument Structure Preferences in Pre-School and School-Age Children*, more typical of certain stages of development than others. Our intention in this paper is to investigate this issue, focusing on a few of the better studied argument structure types, especially those involving what can loosely be called location events, in which an entity moves or is moved to another location.

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Theories of Language Learning and Children with Specific Language Impairment, At age five years, the prevalence of SLI might be as high as 7% (.). This percentage is probably lower at older ages, due to the fact that some proportion of children with milder language difficulties achieve normal levels of ability within a few years, often with the help of intervention.

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What They Hear is What You Get? Infinitives and Modality in Child Language and Child-Directed Speecnfinitives (RIs) directly from the input they are exposed to. Their proposal, however, is not convincingly supported by child-directed speech data (CDS). So, we did a follow-up study in which we took a closer look at the speech data of two Dutch mothers and their children.

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Could a chomskyan Child Learn Polish?, the specific contexts in which these forms occur, and many other crucial “details”. Since such statements cannot be innately specified and yet form part of the mature speaker’s competence, they must be learnable. We might call this the logical argument for learnability.

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Infants of 24-30 Months Understand Verb Frames,g of an unknown verb just on the basis of knowledge of syntactic frames, the frame in which a verb appears may help the child identify some aspects of the verb’s meaning, for example, whether it has a causative or contact meaning.