The Development of Causal Structure without a Language Model

Autor/inn/en	Rissman, Lilia; Goldin-Meadow, Susan
Titel	The Development of Causal Structure without a Language Model
Quelle	In: Language Learning and Development, 13 (2017) 3, S.286-299 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1254633
Schlagwörter	Verbs; Language Acquisition; Linguistic Input; Child Language; Morphology (Languages); Models; Attribution Theory; Language Usage; Language Processing; Language Research; American Sign Language; Nonverbal Communication; Age Differences; Toddlers; Young Children; Males; Syntax; Observation; Deafness; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Sprachbildung; 'Children''s language'; Kindersprache; Morphology; Morphologie; Analogiemodell; Sprachgebrauch; Sprachverarbeitung; Sprachforschung; Non-verbal communication; Nonverbale Kommunikation; Age; Difference; Age difference; Altersunterschied; Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Male; Männliches Geschlecht; Beobachtung; Gehörlosigkeit; Taubstummheit
Abstract	Across a diverse range of languages, children proceed through similar stages in their production of causal language: their initial verbs lack internal causal structure, followed by a period during which they produce causative overgeneralizations, indicating knowledge of a productive causative rule. We asked in this study whether a child not exposed to structured linguistic input could create linguistic devices for encoding causation and, if so, whether the emergence of this causal language would follow a trajectory similar to the one observed for children learning language from linguistic input. We show that the child in our study did develop causation-encoding morphology, but only after initially using verbs that lacked internal causal structure. These results suggest that the ability to encode causation linguistically can emerge in the absence of a language model, and that exposure to linguistic input is not the only factor guiding children from one stage to the next in their production of causal language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01