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Construction Grammar for Kids ...
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Abstract:
Most accounts of child language acquisition use as analytic tools adult-like syntactic categories and schemas (formal grammars) with little concern for whether they are psychologically real for young children. Recent research has demonstrated, however, that children do not operate initially with such abstract linguistic entities, but instead operate on the basis of concrete, item-based constructions. Children construct more abstract linguistic constructions only gradually – on the basis of linguistic experience in which frequency plays a key role – and they constrain these constructions to their appropriate ranges of use only gradually as well – again on the basis of linguistic experience in which frequency plays a key role. The best account of first language acquisition is provided by a construction-based, usage-based model in which children process the language they experience in discourse interactions with other persons, relying explicitly and exclusively on social and cognitive skills that children of ... : Constructions, 2006: Special Volume 1 (guest editor: Doris Schönefeld) ...
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URL: https://dx.doi.org/10.24338/cons-452
https://constructions.journals.hhu.de/article/view/452
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| 2 |
Communicative eye contact signals a commitment to cooperate for young children
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| 3 |
Natural reference : a phylo- and ontogenetic perspective on the comprehension of iconic gestures and vocalizations
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| 4 |
Young children spontaneously recreate core properties of language in a new modality
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In: Proc Natl Acad Sci U S A (2019)
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| 7 |
Identifying partially schematic units in the code-mixing of an English and German speaking child
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| 10 |
Children’s understanding of first- and third-person perspectives in complement clauses and false-belief tasks ...
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| 11 |
The role of past interactions in great apes’ communication about absent entities
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| 12 |
German children’s use of word order and case marking to interpret simple and complex sentences:testing differences between constructions and lexical items
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| 13 |
Children’s understanding of first and third person perspectives in complement clauses and false belief tasks
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| 14 |
German Children’s Use of Word Order and Case Marking to Interpret Simple and Complex Sentences: Testing Differences Between Constructions and Lexical Items
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| 15 |
Lexical frequency and exemplar-based learning effects in language acquisition: evidence from sentential complements
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In: Language Sciences (2015)
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| 16 |
Lexical frequency and exemplar-based learning effects in language acquisition: evidence from sentential complements
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In: Language Sciences (2015)
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| 17 |
The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses
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In: Cognitive Linguistics (2015)
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| 18 |
The discourse bases of relativization: An investigation of young German and English-speaking children's comprehension of relative clauses
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In: Cognitive Linguistics (2015)
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| 19 |
German children's use of word order and case marking to interpret simple and complex sentences:testing differences between constructions and lexical items
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