Abstract:
:Recent research using both naturalistic and experimental methods has found that the vast majority of young children's early language is organized around concrete, item-based linguistic schemas. From this beginning, children then construct more abstract and adult-like linguistic constructions, but only gradually and in piecemeal fashion. These new data present significant problems for nativist accounts of children's language development that use adult-like linguistic categories, structures and formal grammars as analytical tools. Instead, the best account of these data is provided by a usage-based model in which children imitatively learn concrete linguistic expressions from the language they hear around them, and then - using their general cognitive and social-cognitive skills - categorize, schematize and creatively combine these individually learned expressions and structures.
journal_name
Trends Cogn Scijournal_title
Trends in cognitive sciencesauthors
Tomasello Mdoi
10.1016/s1364-6613(00)01462-5subject
Has Abstractpub_date
2000-04-01 00:00:00pages
156-163issue
4eissn
1364-6613issn
1879-307Xpii
S1364-6613(00)01462-5journal_volume
4pub_type
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journal_title:Trends in cognitive sciences
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journal_title:Trends in cognitive sciences
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doi:10.1016/j.tics.2006.03.002
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journal_title:Trends in cognitive sciences
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journal_title:Trends in cognitive sciences
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journal_title:Trends in cognitive sciences
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journal_title:Trends in cognitive sciences
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