Learning Antecedents for Anaphoric One

Autor/inn/en	Akhtar, Nameera; Callanan, Maureen; Pullum, Geoffrey K.; Scholz, Barbara C.
Titel	Learning Antecedents for Anaphoric One
Quelle	In: Cognition, 93 (2004) 2, S.141-145 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2003.12.002
Schlagwörter	Stellungnahme; Learning; Infants; Stimuli; Language Acquisition; Linguistic Input; Syntax + Suchen Sie Ihr Suchwort? Lernen; Infant; Toddler; Toddlers; Kleinkind; Anreizsystem; Sprachaneignung; Spracherwerb; Sprachbildung
Abstract	Lidz et al. [Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn't have learned: Experimental evidence for syntactic structure at 18 months. Cognition, 89, B65-B73.] claim experimental substantiation of an argument from the poverty of the stimulus, in the sense of Pullum and Scholz [Linguist. Rev. 19 (2002) 9]. They cite a specific feature of English-the assignment of appropriate antecedents for anaphoric one-that cannot possibly be learned from experience because the evidence needed is found only in utterances of a type too rare to be encountered. Their argument involves three empirical claims. In this note we dispute all three. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10