The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Evan Kidd - One of the best experts on this subject based on the ideXlab platform.
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individual differences in Language Acquisition and processing
Trends in Cognitive Sciences, 2018Co-Authors: Evan Kidd, Seamus Donnelly, Morten H ChristiansenAbstract:Humans differ in innumerable ways, with considerable variation observable at every level of description, from the molecular to the social. Traditionally, linguistic and psycholinguistic theory has downplayed the possibility of meaningful differences in Language across individuals. However, it is becoming increasingly evident that there is significant variation among speakers at any age as well as across the lifespan. Here, we review recent research in psycholinguistics, and argue that a focus on individual differences (IDs) provides a crucial source of evidence that bears strongly upon core issues in theories of the Acquisition and processing of Language; specifically, the role of experience in Language Acquisition, processing, and attainment, and the architecture of the Language system.
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the ubiquity of frequency effects in first Language Acquisition
Journal of Child Language, 2015Co-Authors: Ben Ambridge, Evan Kidd, Caroline F Rowland, Anna L TheakstonAbstract:This review article presents evidence for the claim that frequency effects are pervasive in children's first Language Acquisition, and hence constitute a phenomenon that any successful account must explain. The article is organized around four key domains of research: children's Acquisition of single words, inflectional morphology, simple syntactic constructions, and more advanced constructions. In presenting this evidence, we develop five theses. (i) There exist different types of frequency effect, from effects at the level of concrete lexical strings to effects at the level of abstract cues to thematic-role assignment, as well as effects of both token and type, and absolute and relative, frequency. High-frequency forms are (ii) early acquired and (iii) prevent errors in contexts where they are the target, but also (iv) cause errors in contexts in which a competing lower-frequency form is the target. (v) Frequency effects interact with other factors (e.g. serial position, utterance length), and the patterning of these interactions is generally informative with regard to the nature of the learning mechanism. We conclude by arguing that any successful account of Language Acquisition, from whatever theoretical standpoint, must be frequency sensitive to the extent that it can explain the effects documented in this review, and outline some types of account that do and do not meet this criterion.
Brian Richards - One of the best experts on this subject based on the ideXlab platform.
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input and interaction in Language Acquisition
Language, 1994Co-Authors: Clare Gallaway, Brian RichardsAbstract:List of figures List of tables Preface Introduction Part I. General Issues: 1. The Language of primary caregivers Julian M. Pine 2. The changing role of negative evidence in theories of Language development Jeffrey L. Sokolov and Catherine E. Snow 3. Crosslinguistic and crosscultural aspects of Language addressed to children Elena V. M. Lieven 4. Child-directed speech and influences on Language Acquisition: methodology and interpretation Brian J. Richards Part II. Specific Aspects Of Input And Interaction: 5. The rest of the family: the role of fathers and siblings in early Language development Michelle E. Barton and Michael Tomasello 6. Phonetic and prosodic aspects of baby talk Alan Cruttenden 7. Language learning at home and school Peter Geekie and Bridie Raban Part III. Types Of Language Learner: 8. Language interaction with atypical Language learners Gina Conti-Ramsden 9. Interaction and childhood deafness Clare Gallaway and Bencie Woll 10. Input and interaction in second Language Acquisition Majorie Bingham Wesche Conclusion References Author index Subject index.
Arbara C Scholz - One of the best experts on this subject based on the ideXlab platform.
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gold s theorems and the logical problem of Language Acquisition
Journal of Child Language, 2004Co-Authors: Arbara C ScholzAbstract:Evaluating Brian MacWhinney's multiple ‘solutions’ to the logical problem of Language Acquisition requires delineating exactly what the alleged problem is. He takes it to stem from the theorems of Gold (1967), the most celebrated of which is G1.
Ben Ambridge - One of the best experts on this subject based on the ideXlab platform.
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against stored abstractions a radical exemplar model of Language Acquisition
Language, 2020Co-Authors: Ben AmbridgeAbstract:The goal of this article is to make the case for a radical exemplar account of child Language Acquisition, under which unwitnessed forms are produced and comprehended by on-the-fly analogy across m...
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the ubiquity of frequency effects in first Language Acquisition
Journal of Child Language, 2015Co-Authors: Ben Ambridge, Evan Kidd, Caroline F Rowland, Anna L TheakstonAbstract:This review article presents evidence for the claim that frequency effects are pervasive in children's first Language Acquisition, and hence constitute a phenomenon that any successful account must explain. The article is organized around four key domains of research: children's Acquisition of single words, inflectional morphology, simple syntactic constructions, and more advanced constructions. In presenting this evidence, we develop five theses. (i) There exist different types of frequency effect, from effects at the level of concrete lexical strings to effects at the level of abstract cues to thematic-role assignment, as well as effects of both token and type, and absolute and relative, frequency. High-frequency forms are (ii) early acquired and (iii) prevent errors in contexts where they are the target, but also (iv) cause errors in contexts in which a competing lower-frequency form is the target. (v) Frequency effects interact with other factors (e.g. serial position, utterance length), and the patterning of these interactions is generally informative with regard to the nature of the learning mechanism. We conclude by arguing that any successful account of Language Acquisition, from whatever theoretical standpoint, must be frequency sensitive to the extent that it can explain the effects documented in this review, and outline some types of account that do and do not meet this criterion.
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child Language Acquisition why universal grammar doesn t help
Language, 2014Co-Authors: Ben Ambridge, Julian M Pine, Elena LievenAbstract:In many different domains of Language Acquisition, there exists an apparent learnability problem to which innate knowledge of some aspect of universal grammar (UG) has been proposed as a solution. The present article reviews these proposals in the core domains of (i) identifying syntactic categories, (ii) acquiring basic morphosyntax, (iii) structure dependence, (iv) subjacency, and (v) the binding principles. We conclude that, in each of these domains, the innate UG-specified knowledge posited does not, in fact, simplify the task facing the learner.
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child Language Acquisition contrasting theoretical approaches
Cambridge University Press, 2011Co-Authors: Ben Ambridge, Elena LievenAbstract:Is children's Language Acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child Language Acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction to the two major contrasting theoretical approaches: generativist and constructivist. For each debate, the predictions of the competing accounts are closely and even-handedly evaluated against the empirical data. The result is an evidence-based review of the central issues in Language Acquisition research that will constitute a valuable resource for students, teachers, course-builders and researchers alike.
Clare Gallaway - One of the best experts on this subject based on the ideXlab platform.
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input and interaction in Language Acquisition
Language, 1994Co-Authors: Clare Gallaway, Brian RichardsAbstract:List of figures List of tables Preface Introduction Part I. General Issues: 1. The Language of primary caregivers Julian M. Pine 2. The changing role of negative evidence in theories of Language development Jeffrey L. Sokolov and Catherine E. Snow 3. Crosslinguistic and crosscultural aspects of Language addressed to children Elena V. M. Lieven 4. Child-directed speech and influences on Language Acquisition: methodology and interpretation Brian J. Richards Part II. Specific Aspects Of Input And Interaction: 5. The rest of the family: the role of fathers and siblings in early Language development Michelle E. Barton and Michael Tomasello 6. Phonetic and prosodic aspects of baby talk Alan Cruttenden 7. Language learning at home and school Peter Geekie and Bridie Raban Part III. Types Of Language Learner: 8. Language interaction with atypical Language learners Gina Conti-Ramsden 9. Interaction and childhood deafness Clare Gallaway and Bencie Woll 10. Input and interaction in second Language Acquisition Majorie Bingham Wesche Conclusion References Author index Subject index.
