The result is a bold new theory of the acquisition of syntax, unusual in its combination of Chomskian linguistics and learning theory. "Language and the Learning Curve" is an important new work that challenges many of our usual assumptions about syntactic development. In Language and the Learning Curve, a leading researcher in the field offers a radical new view of language development, unusual in its combination of Chomskian linguistics and learning theory. Stimulating and accessible, it is an important new work that challenges many of our usual assumptions about syntactic development.
The result is a bold new theory of the acquisition of syntax, unusual in its combination of Chomskian linguistics and learning theory. "Language and the Learning Curve" is an important new work that challenges many of our usual assumptions about syntactic development.In Language and the Learning Curve, a leading researcher in the field offers a radical new view of language development, unusual in its combination of Chomskian linguistics and learning theory. Stimulating and accessible, it is an important new work that challenges many of our usual assumptions about syntactic development.
Anat Ninio received a BA in Statistics & English Linguistics from the Hebrew University of Jerusalem in 1965 and a second BA in Psychology in 1969, followed by an MA in 1970 and a PhD in 1974, the latter two under the supervision of Professor Daniel Kahneman, specializing in Cognitive Psychology. She spent a year of post-doctoral studies with Professor Jerome Bruner at Oxford, studying early language development. Since 1970 she has been on the faculty of the Hebrew University. She has been a Visiting Scholar/Professor at Duke University, New School for Social Research, New York University, University of Quebec, Harvard University, Macquarie University and the Graduate Center of the City University of New York. She served as chair of the Graduate Developmental Program, the Dept of Psychology and the Sturman Human Development Center, and is currently serving as Chair of the Martin and Vivian Levin Center for the Normal and Psychopathological Development of the Child & Adolescent at the Hebrew University. She is an Associate of Behavioural and Brain Sciences and member of the Unesco Institute for Education Exchange Network on Functional Literacy in Industrialized Countries.
Inhaltsangabe
* 1: Valency * 1.1: Linguistic approaches to valency and syntactic structure * 1.2: Implication for acquisition: syntax is simple * 1.3: Developmental evidence: the earliest word combinations are syntactic mergers * 1.4: Conclusions: children learn to merge two words according to their valency * 2: The learning curve * 2.1: The learning curve in cognitive psychology * 2.2: Implication for acquisition: syntax should transfer right away * 2.3: Developmental evidence: learning curves and generalizations in early syntax * 2.4: Conclusions: lexical-specific syntactic frames facilitate others * 3: Lexicalism * 3.1: The linguistic basis to lexicalism * 3.2: Implication for acquisition: no abstract schema formation * 3.3: Developmental evidence: no change in the form of syntactic schemas * 3.4: Conclusions: children learn a lexicalist syntax * 4: Similarity * 4.1: Similarity for transfer and generalization * 4.2: Implication for acquisition: no role for semantic linking in learning syntax * 4.3: Developmental evidence: no semantic effects in generalization and transfer * 4.4: Conclusions: children utilize similarity of form to organize the process of acquisition * 5: The growth of syntax * 5.1: The language web * 5.2: Implication for acquisition: learning means linking to the network * 5.3: Developmental evidence: children recreate the global features of the maternal network * 5.4: Conclusions: children join the language network
* 1: Valency * 1.1: Linguistic approaches to valency and syntactic structure * 1.2: Implication for acquisition: syntax is simple * 1.3: Developmental evidence: the earliest word combinations are syntactic mergers * 1.4: Conclusions: children learn to merge two words according to their valency * 2: The learning curve * 2.1: The learning curve in cognitive psychology * 2.2: Implication for acquisition: syntax should transfer right away * 2.3: Developmental evidence: learning curves and generalizations in early syntax * 2.4: Conclusions: lexical-specific syntactic frames facilitate others * 3: Lexicalism * 3.1: The linguistic basis to lexicalism * 3.2: Implication for acquisition: no abstract schema formation * 3.3: Developmental evidence: no change in the form of syntactic schemas * 3.4: Conclusions: children learn a lexicalist syntax * 4: Similarity * 4.1: Similarity for transfer and generalization * 4.2: Implication for acquisition: no role for semantic linking in learning syntax * 4.3: Developmental evidence: no semantic effects in generalization and transfer * 4.4: Conclusions: children utilize similarity of form to organize the process of acquisition * 5: The growth of syntax * 5.1: The language web * 5.2: Implication for acquisition: learning means linking to the network * 5.3: Developmental evidence: children recreate the global features of the maternal network * 5.4: Conclusions: children join the language network
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