These utterances will gradually increase in length and complexity in various ways, forming sentences that increasingly reflect the grammatical structure of their native language (e.g., Mommy, the kitty is sleeping here). By two years of age, however, many children have acquired a large repertoire of words, and are beginning to use them in two- or three-word combinations (e.g., Mommy up! or kitty sleep here). While these single word utterances sometimes seem to be picking out objects in the world (e.g., ball!), others seem to convey more complex ideas or desires (e.g., up! for Mommy, pick me up!). Second, we use structural equation modeling to evaluate the directionality of this relationship.įor many children, their first words are spoken in isolation. First, we investigate the idea that that age modulates the relationship between grammar and the lexicon. We end by pursuing two relatively more novel directions. We also replicate and generalize analyses linking grammatical generalization to children’s vocabulary size (see Chapter 15 for links to vocabulary composition as well). In this chapter, we summarize the state of grammatical development across languages (noting the challenges posed by radically different representations of grammar across CDI forms). CDI data can help us decide between these two views. How does abstract structure emerge during language learning? On some accounts, children’s early syntax emerges from direct generalizations from particular lexical items, while on others, syntactic structure is acquired independently and follows its own timetable. 18.2 Limitations of Wordbank and the CDIĬhapter 13 Morphology, Grammar, and the Lexicon Note: An earlier version of some of these analyses was first reported in Braginsky et al.17.3.3 Generalizations appear gradually.17.3.2 Individual word meanings must be inferred based on (cross-situational) evidence.17.3.1 Language grows through interactional input.17.2.3 Children take different routes into language.17.2.2 Children’s similar interests drive their communication.17.2.1 The language system is tightly woven.16 Variability and Consistency Within and Across Languages.15.4 Variation in comprehension vs. production.15.2.4 Vocabulary composition differences across siblings.15.2.3 Vocabulary composition and grammatical ability.15.2.2 Growth-corrected vocabulary composition.15.2.1 Measuring vocabulary composition in individuals.15.2 Variation in vocabulary composition.13.3.2 Grammar and Lexicon Relationship.13.1.1 Correlations between grammar and the lexicon.13 Morphology, Grammar, and the Lexicon.12 Vocabulary Composition: Semantic Categories.11.1.1 The composition of early vocabulary.11 Vocabulary Composition: Syntactic Categories.10 Predictive Models of the Acquisition of Individual Words.9 Demographic Variation in Individual Words.8.3 Acquisition similarity and linguistic similarity.7.3 The relationship between language and gesture.7.2.2 Consistency of the first gestures.7.2.1 Measuring the development of gesture.7.2 Measurement properties of CDI gestures.6 Demographic Effects on Vocabulary Size.5.2.2 Is there a ceiling to variability?.4.3.3 Lexical category effects on item performance.4.3.1 Measurement properties of individual WS items.4.2 Longitudinal stability of CDI measurements.4.1 Strengths and limitations of parent report.3.2.5 Longitudinal vs. cross-sectional data.3.1.5 Unilemmas: cross-linguistic conceptual mappings.2.1.2 Other methods of measuring early vocabulary.2.1.1 The logic of parent report and its strengths.1.5 Replication and theory-building: Conclusions.
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