LEADER 08606nam 2200673Ia 450 001 9910968765003321 005 20200520144314.0 010 $a9786613174796 010 $a9781283174794 010 $a1283174790 010 $a9789027285041 010 $a9027285047 035 $a(CKB)2550000000040972 035 $a(SSID)ssj0000522474 035 $a(PQKBManifestationID)11306829 035 $a(PQKBTitleCode)TC0000522474 035 $a(PQKBWorkID)10528177 035 $a(PQKB)10362685 035 $a(MiAaPQ)EBC730698 035 $a(Au-PeEL)EBL730698 035 $a(CaPaEBR)ebr10484066 035 $a(CaONFJC)MIL317479 035 $a(OCoLC)741492711 035 $a(DE-B1597)721223 035 $a(DE-B1597)9789027285041 035 $a(EXLCZ)992550000000040972 100 $a20110509d2011 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aExperience, variation and generalization $elearning a first language /$fedited by Inbal Arnon, Eve V. Clark 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins$d2011 215 $ax, 300 p 225 0 $aTrends in language acquisition research; v. 7 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027234773 311 08$a9027234779 320 $aIncludes bibliographical references and index. 327 $aExperience, Variation and Generalization -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Introduction -- References -- PART I. Extracting regularities -- Toward a theory of gradual morphosyntactic learning -- 1. Introduction -- 2. A brief history of research on tense and agreement -- 3. Gradual morphosyntactic learning: The framework -- 4. Evidence for gradual morphosyntactic learning -- 5. Conclusion and future directions -- References -- Cues to form and function in the acquisition of german number and case inflection -- 1. Introduction -- 2. German noun inflection -- 3. Research questions and method -- 3.1 The acquisition and overgeneralization of the -n plural -- 4. The acquisition of -n as dative plural marker -- 5. Conclusions -- References -- Developing first contrasts in Spanish verb inflection: Usage and Interaction -- 1. Introduction -- 2. Method -- 2.1 Focus and scope -- 2.2 The data -- 2.3 Inflectional forms in Spanish -- 3. Analysis -- 3.1 Inflectional inventory -- 3.2 Developing a verb paradigm -- 3.3 Ways to develop a paradigm: First inflectional contrasts -- 3.4 Emergent verb classes -- 3.5 Verb inflection models in maternal usage -- 4. Final considerations -- Abbreviations -- References -- PART II. Multiple cues in learning to communicate -- A new look at redundancy in children's gesture and word combinations -- 1. Introduction -- 2. Some background -- 2.1 Early gesture communications -- 2.2 Redundancy in gesture and word combinations -- 3. The data -- 4. Findings -- 4.1 Caregiver responses to children's early gestures -- 4.2 Frequency of caregiver response to communications -- 4.3 Caregiver responses to child communications -- 5. Concluding remarks -- References -- Learning the Meaning of "Um" -- 1. Introduction: Learning and cue use -- 2. Disfluencies as a cue to speaker intention. 327 $a3. How fluent is speech to young children? -- 3.1 Evidence from CHILDES of disfluencies in child-directed speech -- 3.2 General knowledge of speaker difficulty from lexically specific examples in the input -- 4. Experimental evidence of young children's use of disfluencies in comprehension -- 5. Discussion -- 5.1 An alternative possibility: Learning by doing? -- 5.2 The nature of the knowledge -- Acknowledgments -- References -- PART III. Discovering units -- From first words to segments -- 1. Introduction -- 2. Methods -- 3. Results -- 3.1 The palatal template -- 3.2 Consonant harmony -- 3.3 The move to segmental representation -- 4. Discussion and conclusion -- References -- Analysis and Generalization Across Verbs and Constructions -- 1. Introduction -- 1.1 Generalization across verbs -- 1.2 Generalization across constructions -- 1.3 Form and function of complement-clause and transitive constructions -- 1.4 Analyzability of complement-clause and transitive constructions -- 2. Input analysis -- 2.1 Predictions -- 3. Elicitation -- 4. Results -- 4.1 Error analysis -- 5. Discussion -- 5.1 Generalization across verbs -- 5.2 Frequency of co-occurrence, chunking, and analyzability -- 5.3 Generalization across constructions -- References -- Two- and three-year-olds' linguistic generalizations are prudent adaptations to the language they hear -- 1. Introduction -- 2. Method -- 3. Results -- 4. Discussion -- References -- Units of Learning in Language Acquisition -- 1. Introduction -- 2. Gestalt processes in learning -- 3. The current findings -- 4. Implications -- 5. Conclusion -- References -- PART IV. Individual differences -- Causes and consequences of variability in early language learning -- 1. Introduction -- 2. Research on variability in children's verbal abilities: An historical perspective. 327 $a3. Using real-time measures to assess the development of fluency in understanding -- 4. Using real-time processing measures to study individual differences in fluency of understanding by infants and young children -- 5. Early language experience influences processing efficiency as well as vocabulary learning -- References -- Individual differences in measures of linguistic experience account for variability in the sentence processing skill of five-year-olds -- 1. Introduction -- 2. A new methodology for use with children -- 3. The current experiment -- 4. Method -- 5. Results -- 6. Discussion -- Acknowledgements -- References -- Genetic variation and individual differences in language -- 1. Introduction -- 1.1 Behavioral genetics and aspects of language development -- 1.2 The Nature of Nature': Emergentism -- 2. Genes and behavior -- 3. Molecular genetic studies in language and cognition -- 4. Towards an endophenotype approach -- 4.1 Concept -- 4.2 Merits -- 5. Possible language endophenotypes -- 5.1 Neuroimaging techniques -- 5.2 Process measures and learning-based tasks -- 5.3 Incorporating developmental change and other challenges -- 6. Conclusion -- Acknowledgments -- References -- PART V. Mechanisms for learning -- Language as a process -- 1. Introduction -- 2. Language as joint action: Pragmatic and semantic foundations -- 3. Language as replication: Stability, variation and change in language use -- 4. Language as verbalization: Semantic and grammatical structure -- 5. Conclusion: The process of language and the process of language acquisition -- References -- Memory, sleep and generalization in language acquisition -- 1. Introduction -- 2. Prior learning -- 3. How pressures from the input can alter learning over developmental time -- 4. Sleep and memory consolidation -- 5. Summary -- Acknowledgements -- References. 327 $aBayesian modeling of sources of constraint in language acquisition -- 1. Introduction -- 2. Basics of Bayesian modeling -- 3. Constraints caused by mutual learning -- 4. Constraints due to different assumptions about how data is sampled -- 5. Constraints imposed by learning abstract knowledge -- 6. Constraints imposed by imperfect approximations to the ideal -- 7. Limitations of Bayesian models -- 8. Summary -- References -- Index. 330 $aTheories of language acquisition must address the role of constraints in children's learning. Are they language-specific or domain-general? Do they come from the learner or are do they result from external factors like the nature of the data? In this chapter we describe how Bayesian modeling may be used to explore this issue. The Bayesian framework has been useful for determining what an ideal learner might be able to learn given a certain set of specific constraints and a certain type of input. It also provides a natural way to compare the effect of different constraints, and to grow towards increasingly cognitively natural models by altering those constraints. Keywords: Learning constraints; Bayesian modeling. 606 $aLanguage acquisition 615 0$aLanguage acquisition. 676 $a401/.93 686 $aER 920$2rvk 701 $aArnon$b Inbal$01800274 701 $aClark$b Eve V$0168385 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910968765003321 996 $aExperience, variation and generalization$94344991 997 $aUNINA