Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-28T09:55:43.614Z Has data issue: false hasContentIssue false
  • English
  • Français

The Starting Big approach to language learning

Published online by Cambridge University Press:  05 July 2021

Inbal ARNON Open the ORCID record for Inbal ARNON [Opens in a new window]
Inbal ARNON*
Affiliation:
Psychology Department, Hebrew University, Jerusalem
*
Address for correspondence: Inbal Arnon, Psychology Department, Hebrew University, Jerusalem, ISRAEL.Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The study of language acquisition has a long and contentious history: researchers disagree on what drives this process, the relevant data, and the interesting questions. Here, I outline the Starting Big approach to language learning, which emphasizes the role of multiword units in language, and of coarse-to-fine processes in learning. I outline core predictions and supporting evidence. In short, the approach argues that multiword units are integral building blocks in language; that such units can facilitate mastery of semantically opaque relations between words; and that adults rely on them less than children, which can explain (some of) their difficulty in learning a second language. The Starting Big approach is a theory of how children learn language, how language is represented, and how to explain differences between first and second language learning. I discuss the learning and processing models at the heart of the approach and their cross-linguistic implications.

Keywords

language acquisitionusage-based modelsmultiword units
Type
Special Issue Article
Information
Journal of Child Language , Volume 48 , Special Issue 5: Special issue on Testable Theories of Core First Language Acquisition , September 2021 , pp. 937 - 958
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage based account of syntactic acquisition. The Linguistic Review, 23, 275–290.CrossRefGoogle Scholar
Allen, S. E. M. (1998). Categories within the verb category: learning the causative in Inuktitut. Linguistics, 36(4), 633–677.CrossRefGoogle Scholar
Allen, S. E. M. (2017). Polysynthesis in the acquisition of Inuit languages. In Fortescue, M., Mithun, M., & Evans, N. (eds.), Handbook of Polysynthesis. Oxford: Oxford University Press. Retrieved from https://pdfs.semanticscholar.org/1158/30500571c5942d56785ad37bf746fcd023b6.pdfGoogle Scholar
Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42(2), 239–273. https://doi.org/10.1017/S030500091400049XCrossRefGoogle ScholarPubMed
Ambridge, B., & Rowland, C. (2009). Predicting children's errors with negative questions: Testing a schema-combination account. Cognitive Linguistics, 20(2), 225–266. https://doi.org/10.1515/COGL.2009.014CrossRefGoogle Scholar
Arnon, I. (2010). Rethinking child difficulty: the effect of NP type on children's processing of relative clauses in Hebrew. Journal of Child Language, 37(1), 27–57.CrossRefGoogle ScholarPubMed
Arnon, I. (2016). The nature of child-directed speech in Hebrew: frequent frames in a morphologically rich language. In Berman, Ruth (ed.), The Acquisition of Hebrew. Trends in Language Acquisition Research Series. Amsterdam: John Benjamins.Google Scholar
Arnon, I., & Christiansen, M. H. (2017). The Role of Multiword Building Blocks in Explaining L1–L2 Differences. Topics in Cognitive Science, 9(3), 621–636. https://doi.org/10.1111/tops.12271CrossRefGoogle ScholarPubMed
Arnon, I., & Clark, E. V. (2011). Experience, Variation and Generalization: Learning a First Language. In Arnon, Inbal & Clark, E. V., (eds.). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Arnon, I., & Cohen Priva, U. (2013). More than Words: The Effect of Multi-word Frequency and Constituency on Phonetic Duration. Language and Speech, 56(3), 349–371.CrossRefGoogle ScholarPubMed
Arnon, I., & Cohen Priva, U. (2014). Time and Again: the changing effect of word and multiword frequency on phonetic duration for highly frequent sequences. The Mental Lexicon, x, xx–xx. https://doi.org/10.1075/ml.9.3.01arnCrossRefGoogle Scholar
Arnon, I., McCauley, S. M., & Christiansen, M. H. (2017). Digging up the building blocks of language: Age-of-acquisition effects for multiword phrases. Journal of Memory and Language, 92. https://doi.org/10.1016/j.jml.2016.07.004CrossRefGoogle Scholar
Arnon, I., & Ramscar, M. (2012). Granularity and the acquisition of grammatical gender: how order-of-acquisition affects what gets learned. Cognition, 122(3), 292–305. https://doi.org/10.1016/j.cognition.2011.10.009CrossRefGoogle ScholarPubMed
Arnon, I., & Snider, N. (2010). More than words: Frequency effects for multi-word phrases. Journal of Memory and Language, 62(1), 67–82.CrossRefGoogle Scholar
Baayen, R. H., Hendrix, P., & Ramscar, M. (2013). Sidestepping the Combinatorial Explosion: An Explanation of n-gram Frequency Effects Based on Naive Discriminative Learning. Language and Speech, 56(3), 329–347. https://doi.org/10.1177/0023830913484896CrossRefGoogle ScholarPubMed
Bannard, C., & Matthews, D. (2008). Stored Word Sequences in Language Learning of Four-Word Combinations. Psychological Science, 19(3), 241–248.CrossRefGoogle ScholarPubMed
Bassano, D., Maillochon, I., & Mottet, S. (2008). Noun grammaticalization and determiner use in French children's speech: a gradual development with prosodic and lexical influences. Journal of child language (Vol. 35). https://doi.org/10.1017/S0305000907008586Google Scholar
Bergelson, E., & Aslin, R. N. (2017). Nature and origins of the lexicon in 6-mo-olds. Proceedings of the National Academy of Sciences of the United States of America, 114(49), 12916–12921. https://doi.org/10.1073/pnas.1712966114CrossRefGoogle ScholarPubMed
Bergelson, E., & Swingley, D. (2012). At 6-9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences of the United States of America, 109(9), 3253–3258. https://doi.org/10.1073/pnas.1113380109CrossRefGoogle ScholarPubMed
Bickel, B., & Zuniga, F. (2017). The ‘word’ in polysynthetic languages: Phonological and syntactic challenges. In Fortescue, M., Mithun, M., & Evans, N. (eds.), The Oxford Handbook of Polysynthesis, Oxford University Press.Google Scholar
Bod, R. (2006). Exemplar-based syntax: How to get productivity from examples. Linguistic Review, 23(3), 291–320.CrossRefGoogle Scholar
Bod, R. (2009). From exemplar to grammar: a probabilistic analogy-based model of language learning. Cognitive Science, 33(5), 752–793. https://doi.org/10.1111/j.1551-6709.2009.01031.xCrossRefGoogle ScholarPubMed
Bolinger, D. (1968). Aspects of Language. New York: Harcourt, Brace & World, Inc.Google Scholar
Borensztajn, G., Zuidema, W., & Bod, R. (2009). Children's grammars grow more abstract with age–evidence from an automatic procedure for identifying the productive units of language. Topics in Cognitive Science, 1(1), 175–188. https://doi.org/10.1111/j.1756-8765.2008.01009.xCrossRefGoogle ScholarPubMed
Brandt, S., Verhagen, A., Lieven, E., & Tomasello, M. (2011). German children's productivity with simple transitive and complement-clause constructions: Testing the effects of frequency and variability. Cognitive Linguistics, 22(2), 325–357. https://doi.org/10.1515/COGL.2011.013CrossRefGoogle Scholar
Cameron-Faulkner, T., Lieven, E., & Tomasello, M. (2003). A construction based analysis of child directed speech. Cognitive Science, 27(6), 843–873. https://doi.org/10.1016/j.cogsci.2003.06.001CrossRefGoogle Scholar
Chemla, E., Mintz, T. H., Bernal, S., & Christophe, A. (2009). Categorizing words using “frequent frames”: what cross-linguistic analyses reveal about distributional acquisition strategies. Developmental Science, 12(3), 396–406. https://doi.org/10.1111/j.1467-7687.2009.00825.xCrossRefGoogle Scholar
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.Google Scholar
Clark, E. V. (1978). Awareness of Language: Some Evidence from what Children Say and Do (pp. 17–43). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-67155-5_2Google Scholar
Clark, E. V., & Hecht, B. F. (1983). Comprehension, Production and Language Acquisition. Annual Review of Psychology, 34, 325–349.CrossRefGoogle Scholar
Courtney, E. H., & Saville-Troike, M. (2002). Learning to construct verbs in Navajo and Quechua. Journal of Child Language, 29(3), 623–654. https://doi.org/10.1017/S0305000902005160CrossRefGoogle ScholarPubMed
Cristia, A., Dupoux, E., Gurven, M., & Stieglitz, J. (2019). Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study. Child Development, 90(3), 759–773.Google Scholar
Culbertson, G., Andersen, E., & Christiansen, M. H. (2020). EMPIRICAL STUDY Using Utterance Recall to Assess Second Language Proficiency. Language Learning, 70, 104–132. https://doi.org/10.1111/lang.12399CrossRefGoogle Scholar
Dąbrowska, E., Rowland, C. & Theakston, A. (2009). The acquisition of questions with long-distance dependencies. Cognitive Linguistics, 20(3), 571–597. https://doi.org/10.1515/COGL.2009.025CrossRefGoogle Scholar
Da̧browska, E., & Lieven, E. (2005). Towards a lexically specific grammar of children's question constructions. Cognitive Linguistics, 16(3), 437–474.CrossRefGoogle Scholar
DeCasper, A. J. & Firth, W. P. (1980). Of human bonding: newborns prefer their mother's voices. Science, 208, 1174–1176.CrossRefGoogle ScholarPubMed
DeKeyser, R. M. (2005). What Makes Learning Second-Language Grammar Difficult? A Review of Issues. Language Learning, 55(S1), 1–25. https://doi.org/10.1111/j.0023-8333.2005.00294.xCrossRefGoogle Scholar
Demuth, K. (1988). Noun classes and agreement in Sesotho acquisition. In Barlow, M. & Ferguson, C. A. (eds.), Agreement in natural language: approaches, theories and descriptions. University of Chicago Press.Google Scholar
Demuth, K. (2009). Revisiting the Acquisition of the Sesotho Noun Classes. In J. Guo & E. Lieven (eds.), Crosslinguistic Approaches to the Psychology of Language. Retrieved from https://books.google.co.il/books?hl=en&lr=&id=WjZ5AgAAQBAJ&oi=fnd&pg=PA93&dq=Demuth,+1992+Bantu&ots=WR66ttrgST&sig=4b58DO8zOzjRSKthknfCKVmO1FI&redir_esc=y#v=onepage&q=Demuth%2C 1992 Bantu&f=falseGoogle Scholar
Diessel, H., & Tomasello, M. (2001). The Development of Relative Clauses in Spontaneous Child Speech. Cognitive Linguistics, 11(1–2), 131–151. https://doi.org/10.1515/cogl.2001.006CrossRefGoogle Scholar
Dodd, B. (1975). Children's Understanding of their Own Phonological Forms. Quarterly Journal of Experimental Psychology, 27(2), 165–172. https://doi.org/10.1080/14640747508400477CrossRefGoogle ScholarPubMed
Dressler, W. U. (2005). Morphological typology and first language acquisition: some mutual challenges. In Booij, G. E., Guevara, E., Ralli, A., Sgroi, S. & Scalise, S. (eds.), Proceedings of the fourth Mediterranean Morphology Meeting on Morphology and Linguistic Typology. University of Bologna.Google Scholar
Erkelens, M. (2009). Learning to categorize verbs and nouns: studies on Dutch. LOT. Retrieved from https://www.lotpublications.nl/learning-to-categorize-verbs-and-nouns-learning-to-categorize-verbs-and-nouns-studies-on-dutchGoogle Scholar
Fernald, A., & Hurtado, N. (2006). Names in frames: Infants interpret words in sentence frames faster than words in isolation. Developmental Science, 9(3), 33–40.CrossRefGoogle ScholarPubMed
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248. https://doi.org/10.1111/desc.12019CrossRefGoogle ScholarPubMed
Fortescue, M., & Lennert Olsen, L. (1992). The acquisition of West Greenlandic. In Slobin, D. I. (ed.), The Crosslinguistic Study of Language Acquisition (Vol. 3, pp. 111–220). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Friedmann, N., & Novogrodsky, R. (2004). The acquisition of relative clause comprehension in Hebrew: A study of SLI and normal development. Journal of Child Language, 31(3), 661–681. https://doi.org/10.1017/S0305000904006269CrossRefGoogle ScholarPubMed
Gibson, E. (1998). Linguistic complexity: locality of syntactic dependencies. Cognition, 68(1), 1–76. https://doi.org/10.1016/S0010-0277(98)00034-1CrossRefGoogle ScholarPubMed
Gobet, F., & Simon, H. A. (1996). Recall of random and distorted chess positions: Implications for the theory of expertise. Memory and Cognition, 24(4), 493–503. https://doi.org/10.3758/BF03200937CrossRefGoogle ScholarPubMed
Goldberg, A. (2006). Constructions at Work. Oxford: Oxford University Press.Google Scholar
Gonzalez-Gomez, N., & Nazzi, T. (2012). Phonotactic acquisition in healthy preterm infants. Developmental Science, 15(6), 885–894. https://doi.org/10.1111/j.1467-7687.2012.01186.xCrossRefGoogle ScholarPubMed
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.Google Scholar
Havron, N., & Arnon, I. (2016). Reading between the words: The effect of literacy on second language lexical segmentation. Applied Psycholinguistics, 1–27. https://doi.org/10.1017/S0142716416000138CrossRefGoogle Scholar
Havron, N., & Arnon, I. (2017). Minding the gaps: literacy enhances lexical segmentation in children learning to read*. Journal of Child Language, 1–23. https://doi.org/10.1017/S0305000916000623CrossRefGoogle Scholar
Havron, N., & Arnon, I. (2020). Starting Big: The Effect of Unit Size on Language Learning in Children and Adults, Journal of Child Language, 48(2), 244–260. doi:10.1017/S0305000920000264CrossRefGoogle ScholarPubMed
Havron, N., Raviv, L., & Arnon, I. (2018). Literate and pre-literate children show different learning patterns in an artificial language learning task, Journal of Cultural Cognitive Science, 2, 21–33.CrossRefGoogle Scholar
Hyams, N. (1988, August). A Principles-and-Parameters Approach to the Study of Child Language. Retrieved from https://eric.ed.gov/?id=ED302076Google Scholar
Isbilen, E. S., Mccauley, S. M., Kidd, E., & Christiansen, M. H. (2020). Statistically Induced Chunking Recall: A Memory-Based Approach to Statistical Learning. Cognitive Science, 44, 12848. https://doi.org/10.1111/cogs.12848CrossRefGoogle ScholarPubMed
Johnson, T., & Arnon, I. (2019). Processing Non-Concatenative Morphology – A Developmental Computational Model, Proceedings of the Society for Computation in Linguistics, Vol. 2, Article 61. https://doi.org/10.7275/gx15-qk46CrossRefGoogle Scholar
Jolsvai, H., McCauley, S. M., & Christiansen, M. H. (2013). Meaning overrides frequency in idiomatic and compositional multiword chunks. In Knauff, N., Pauen, M., Sebanz, N., & Wachsmuth, I. (eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 692–697). Austin, TX: Cognitive Science Society.Google Scholar
Jolsvai, H., McCauley, S. M., & Christiansen, M. H. (2020). Meaningfulness beats frequency in multiword chunk processing, Cognitive Science, 44, e12885.Google ScholarPubMed
Juhasz, B. J. (2005). Age-of-Acquisition Effects in Word and Picture Identification. Psychological Bulletin, 131(5), 684–712. https://doi.org/10.1037/0033-2909.131.5.684CrossRefGoogle ScholarPubMed
Jusczyk, P. W. (1999). How infants begin to extract words from speech. Trends in Cognitive Sciences, 3(9), 323–328. https://doi.org/10.1016/S1364-6613(99)01363-7CrossRefGoogle ScholarPubMed
Karmiloff-Smith, A., Grant, J., Sims, K., Jones, M.-C., & Cuckle, P. (1996). Rethinking metalinguistic awareness: representing and accessing knowledge about what counts as a word. Cognition, 58(2), 197–219. https://doi.org/10.1016/0010-0277(95)00680-XCrossRefGoogle ScholarPubMed
Kelly, B., Wigglesworth, G., Nordlinger, R., & Blythe, J. (2014). The acquisition of polysynthetic languages. Linguistics and Language Compass, 8(2), 51–64. https://doi.org/10.1111/lnc3.12062CrossRefGoogle Scholar
Kidd, E., & Bavin, E. L. (2002). English-speaking children's comprehension of relative clauses: Evidence for general-cognitive and language-specific constraints on development. Journal of Psycholinguistic Research, 31(6), 599–617. https://doi.org/10.1023/A:1021265021141CrossRefGoogle ScholarPubMed
Kidd, E., Brandt, S., Lieven, E., & Tomasello, M. (2007). Object relatives made easy: A cross-linguistic comparison of the constraints influencing young children's processing of relative clauses. Language and Cognitive Processes, 22(6), 860–897. https://doi.org/10.1080/01690960601155284CrossRefGoogle Scholar
Kirjavainen, M., Theakston, A., & Lieven, E. (2009). Can input explain children's me-for-I errors? Journal of Child Language, 36(5), 1091–1114. https://doi.org/10.1017/S0305000909009350CrossRefGoogle ScholarPubMed
Lew-Williams, C., & Fernald, A. (2007a). How First and Second Language Learners Use Predictive Cues in Online Sentence Interpretation in Spanish and English. In Caunt-Nulton, H., Kulatilake, S., & Woo, I. (eds.), Proceedings of the 31st Annual Boston University Conference on Language Development (pp. 382–393). Somerville: Cascadilla Press. Retrieved from https://pdfs.semanticscholar.org/55b5/3a47314ec300cd94cd8d270d11239df2beff.pdfGoogle Scholar
Lew-Williams, C., & Fernald, A. (2007b). Young children learning Spanish make rapid use of grammatical gender in spoken word recognition. Psychological Science, 18(3), 193–198. https://doi.org/10.1111/j.1467-9280.2007.01871.xCrossRefGoogle Scholar
Lieven, E., Behrens, H., Speares, J., & Tomasello, M. (2003). Early syntactic creativity: a usage-based approach. Journal of Child Language, 30(2), 333–370. https://doi.org/10.1017/S0305000903005592CrossRefGoogle ScholarPubMed
Lieven, E., & Tomasello, M. (2008). Children's first language acquisition from a usage-based perspective. In Robinson, P. & Ellis, N. C. (eds.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 168–196). New York and London: Routledge.Google Scholar
Lieven, E. V., Salomo, D., & Tomasello, M. (2009). Two-year-old children's production of multiword utterances: A usage-based analysis. Cognitive Linguistics, 20, 481–507.CrossRefGoogle Scholar
Lieven, E. V. M., Pine, J. M., & Baldwin, G. (1997). Lexically-based learning and early grammatical development. Journal of Child Language, 24(1), 187–219. https://doi.org/10.1017/S0305000996002930CrossRefGoogle ScholarPubMed
Lupyan, G., & Dale, R. (2010). Language structure is partly determined by social structure. PLoS ONE, 5(1). https://doi.org/10.1371/journal.pone.0008559CrossRefGoogle ScholarPubMed
Mahr, T., & Edwards, J. (2018). Using language input and lexical processing to predict vocabulary size. Developmental Science, 21(6), e12685.CrossRefGoogle ScholarPubMed
Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., Xu, F., & Clahsen, H. (1992). Overregularisation in Language Acquisition. Monographs of the Society for Research in Child Development, 57(4), 1–178.CrossRefGoogle ScholarPubMed
Mariscal, S. (2009). Early acquisition of gender agreement in the Spanish noun phrase: starting small. Journal of Child Language, 36(1), 143–171. https://doi.org/10.1017/S0305000908008908CrossRefGoogle ScholarPubMed
Maslen, R., Theakston, A. L., Lieven, E., & Tomasello, M. (2004). A Dense Corpus Study of Past Tense and Plural Overregularization in English. Journal of Speech, Language and Hearing Research, 47, 1319–1333.CrossRefGoogle ScholarPubMed
Matthews, D. E., & Theakston, A. L. (2006). Errors of Omission in English-Speaking Children’s Production of Plurals and the Past Tense: The Effects of Frequency, Phonology, and Competition. Cognitive Science, 30, 1027–1052. https://doi.org/10.1207/s15516709cog0000CrossRefGoogle ScholarPubMed
McCauley, S. M., & Christiansen, M. H. (2017). Computational Investigations of Multiword Chunks in Language Learning. Topics in Cognitive Science, 9(3), 637–652. https://doi.org/10.1111/tops.12258CrossRefGoogle ScholarPubMed
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126CrossRefGoogle ScholarPubMed
Mintz, T. H. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90(1), 91–117. https://doi.org/10.1016/S0010-0277(03)00140-9CrossRefGoogle ScholarPubMed
Moran, S., Blasi, D. E., Schikowski, R., Küntay, A. C., Pfeiler, B., Allen, S., & Stoll, S. (2018). A universal cue for grammatical categories in the input to children: Frequent frames. Cognition, 175, 131–140. https://doi.org/10.1016/J.COGNITION.2018.02.005CrossRefGoogle ScholarPubMed
Noble, K. G., Farah, M. J., & McCandliss, B. D. (2006). Socioeconomic background modulates cognition–achievement relationships in reading. Cognitive Development, 21(3), 349–368. https://doi.org/10.1016/J.COGDEV.2006.01.007CrossRefGoogle ScholarPubMed
Paul, J. Z., & Grüter, T. (2016). Blocking Effects in the Learning of Chinese Classifiers. Language Learning, 66(4), 972–999. https://doi.org/10.1111/lang.12197CrossRefGoogle Scholar
Peña, M., Pittaluga, E., & Mehler, J. (2010). Language acquisition in premature and full-term infants. Proceedings of the National Academy of Sciences of the United States of America, 107(8), 3823–3828. https://doi.org/10.1073/pnas.0914326107CrossRefGoogle ScholarPubMed
Peters, A. M. (1977). Language Learning Strategies: Does the Whole Equal the Sum of the Parts? Language, 53(3), 560–573.CrossRefGoogle Scholar
Peters, A. N. N. M. (1983). The units of language acquisition. Cambridge: Cambridge University Press.Google Scholar
Pinker, S. (1999). Words and rules: The ingredients of language.Google Scholar
Pye, C. (1992). The acquisition of K'iche’ Maya. In Slobin, D. I. (ed.), The Crosslinguistic Study of Language Acquisition (Vol. 3, pp. 221–308). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Ravid, D. (2001). Learning to spell in Hebrew: Phonological and morphological factors. Reading and Writing, 14, 459–485. https://doi.org/10.1023/A:1011192806656CrossRefGoogle Scholar
Raghavendra, P., & Leonard, L. (1989). The acquisition of agglutinating languages: Converging evidence from Tamil, Journal of Child Language, 16(2), 313–322. doi:10.1017/S0305000900010436Google ScholarPubMed
Ragó, A., Honbolygó, F., Róna, Z., Beke, A., & Csépe, V. (2014). Effect of maturation on suprasegmental speech processing in full- and preterm infants: A mismatch negativity study. Research in Developmental Disabilities, 35(1), 192–202. https://doi.org/10.1016/j.ridd.2013.10.006Google ScholarPubMed
Reali, F., & Christiansen, M. H. (2007a). Processing of relative clauses is made easier by frequency of occurrence. Journal of Memory and Language, 57(1), 1–23. https://doi.org/10.1016/J.JML.2006.08.014CrossRefGoogle Scholar
Reali, F., & Christiansen, M. H. (2007b). Word chunk frequencies affect the processing of pronominal object-relative clauses. Quarterly Journal of Experimental Psychology (2006), 60(2), 161–170. https://doi.org/10.1080/17470210600971469CrossRefGoogle Scholar
Rowland, C. F. (2007). Explaining errors in children's questions. Cognition, 104(1), 106–134. https://doi.org/10.1016/J.COGNITION.2006.05.011CrossRefGoogle ScholarPubMed
Rumelhart, D. E., & McClelland, J. L. (eds) (1986). Parallel Distributed Processing: Explorations in the Microstructure of Cognition (Vol. 1). Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Saffran, J. R., & Kirkham, N. Z. (2018). Infant Statistical Learning. Annual Review of Psychology, 69(1). https://doi.org/10.1146/annurev-psych-122216-011805CrossRefGoogle ScholarPubMed
Scherag, A., Demuth, L., Rösler, F., Neville, H. J., & Röder, B. (2004). The effects of late acquisition of L2 and the consequences of immigration on L1 for semantic and morpho-syntactic language aspects. Cognition, 93(3), B97-108. https://doi.org/10.1016/j.cognition.2004.02.003CrossRefGoogle ScholarPubMed
Siegelman, N., & Arnon, I. (2015). The advantage of starting big: Learning from unsegmented input facilitates mastery of grammatical gender in an artificial language. Journal of Memory and Language, 85, 60–75. https://doi.org/10.1016/j.jml.2015.07.003CrossRefGoogle Scholar
Slobin, D. I. (1985). The Crosslinguistic Study of Language Acquisition: The Data (Vol. 1). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Siyanova-Chanturia, A., & Martinez, R. (2014). The Idiom Principle Revisited. Applied Linguistics, 36(5), amt054. https://doi.org/10.1093/applin/amt054CrossRefGoogle Scholar
Skarabela, B., Ota, M., O'Connor, R., & Arnon, I. (2021). ‘Clap your hands’ or ‘take your hands’? One-year-olds distinguish between frequent and infrequent multiword phrases. Cognition, 211, 104612. https://doi.org/10.1016/j.cognition.2021.104612CrossRefGoogle ScholarPubMed
Soderstrom, M. (2003). The prosodic bootstrapping of phrases: Evidence from prelinguistic infants. Journal of Memory and Language, 49(2), 249–267. https://doi.org/10.1016/S0749-596X(03)00024-XCrossRefGoogle Scholar
Stoll, S., Abbot-Smith, K., & Lieven, E. (2009). Lexically restricted utterances in Russian, german, and english child-directed speech. Cognitive Science, 33(1), 75–103. https://doi.org/10.1111/j.1551-6709.2008.01004.xGoogle ScholarPubMed
Stoll, S., Bickel, B., Lieven, E., Paudyal, N. P., Banjade, G., Bhatta, T. M., Gaenszle, M., Pettigrew, J., Ray, I. P., Ray, M., & Ray, N. K. (2012). Nouns and verbs in Chintang: Children's usage and surrounding adult speech. Journal of Child Language, 39, 284–321. doi: 10.1017/S0305000911000080CrossRefGoogle ScholarPubMed
Stoll, S., Mazara, J., & Bickel, B. (2017). The acquisition of polysynthetic verb forms in Chintang, (August 2016).CrossRefGoogle Scholar
Tatsumi, T., Ambridge, B., & Pine, J. M. (2018). Disentangling effects of input frequency and morphophonological complexity on children's acquisition of verb inflection: An elicited production study of Japanese. Cognitive Science, 42 (Suppl 2), 555–577. https://doi.org/10.1111/cogs.12554CrossRefGoogle ScholarPubMed
Theakston, A., & Lieven, E. (2017). Multiunit Sequences in First Language Acquisition. Topics in Cognitive Science, 9(3), 588–603. https://doi.org/10.1111/tops.12268CrossRefGoogle ScholarPubMed
Theakston, A. L., Lieven, E. V., Pine, J. M., & Rowland, C. F. (2004). Semantic generality, input frequency and the acquisition of syntax. Journal of Child Language, 31(1), 61–99. doi:10.1017/S0305000903005956.CrossRefGoogle ScholarPubMed
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition.Google Scholar
Tremblay, A., Derwing, B., Libben, G., & Westbury, C. (2011). Processing Advantages of Lexical Bundles: Evidence From Self-Paced Reading and Sentence Recall Tasks. Language Learning, 61(2), 569–613. https://doi.org/10.1111/j.1467-9922.2010.00622.xCrossRefGoogle Scholar
Ullman, M. T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition, 92(1–2), 231–270. https://doi.org/10.1016/j.cognition.2003.10.008CrossRefGoogle ScholarPubMed
Vogelsang, L., Gilad-Gutnick, S., Ehrenberg, E., Yonas, A., Diamond, S., Held, R., & Sinha, P. (2018). Potential downside of high initial visual acuity. Proceedings of the National Academy of Sciences of the United States of America, 115(44), 11333–11338. https://doi.org/10.1073/pnas.1800901115CrossRefGoogle ScholarPubMed
Wang, H., Höhle, B., Ketrez, F. N., & Küntay, A. C. (2011). Cross-Linguistic Distributional Analyses with Frequent Frames: the Cases of German and Turkish, 628–640.Google Scholar
Weisleder, A., & Waxman, S. R. (2010). What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English. Journal of Child Language, 37(5), 1089–1108. https://doi.org/10.1017/S0305000909990067CrossRefGoogle ScholarPubMed