Skip to main content

About this free course

Share this free course

How do children learn language?
How do children learn language?

Start this free course now. Just create an account and sign in. Enrol on the course to track your learning.

References

Ambridge, B., Pine, J. M., & Rowland, C. F. (2012) ‘Semantics versus statistics in the retreat from locative overgeneralization errors’, Cognition, 123, pp. 260–279.

Bowerman, M. (1988) ‘The ‘‘no negative evidence’’ problem: How do children avoid constructing an overly general grammar?’, in J. A. Hawkins (ed.), Explaining language universals (pp. 73–101). Oxford: Blackwell.

Braine, M. D. S. (1971) ‘On two types of models of the internalization of grammars’, in D. I. Slobin (ed.), The ontogenesis of grammar (pp. 153–186). New York: Academic Press.

Cazden, C. B. (1972) Child language and education. New York: Holt, Rinehart and Winston.

Chomsky, N. (1965) Aspects of the theory of syntax. Cambridge MA: MIT Press.

Chouinard, M. M., & Clark, E. V. (2003) ‘Adult reformulations of child errors as negative evidence’, Journal of Child Language, 30, pp. 637–669.

Clark, E. V. (2020) ‘Conversational Repair and the Acquisition of Language’, Discourse Processes, 57(5–6), pp. 441–459.

Goldberg, A. (2007) Constructions at work: The nature of generalizations in language. Oxford: Oxford University Press.

Ibbotson, P. (2020) What it takes to talk: Exploring developmental cognitive linguistics. Berlin, Boston, MA: De Gruyter Mouton.

Kirjavainen M, Theakston A, Lieven E. (2009) ‘Can input explain children’s me-for-I errors?’, Journal of Child Language, 36(5) pp. 1091–1114.

MacWhinney, B., & Snow, C. (1985) ‘The child language data exchange system’, Journal of Child Language, 12(2), pp. 271–295.

Pinker, S. (1989)Learnability and cognition: The acquisition of verb-argument structure. Cambridge, MA: MIT Press/Bradford Books.

Pinker, S. (1994). The language instinct. London: Penguin.

Pullum, G. K., & Scholz, B. C. (2002) ‘Empirical assessment of stimulus poverty arguments’, The Linguistic Review, 19, pp. 9–50.

Quick, A., Lieven, E., Carpenter, M., & Tomasello, M. (2017) ‘Identifying partially schematic units in the code-mixing of an English and German speaking child’, Linguistic Approaches to Bilingualism, 8(4), pp. 477–501.

Radford, A. (1990). Syntactic theory and the acquisition of English syntax: The nature of early child grammars in English. Oxford: Blackwell.

Reali, F., & Christiansen, M. H. (2005) ‘Uncovering the Richness of the Stimulus: Structure Dependence and Indirect Statistical Evidence’, Cognitive Science, 29(6), pp. 1007–1028.

Saxton, M. (2000) ‘Negative evidence and negative feedback: immediate effects on the grammaticality of child speech’, First Language, 20(60), pp. 221–252.

Strapp, C. M., & Federico, A. (2000) ‘Imitations and repetitions: what do children say following recasts?’, First Language, 20(60), pp. 273–290.

Tomasello, M. (2003)Constructing a language. A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.

Tomasello, M. (2008) Origins of human communication. Cambridge, MA: MIT Press.

Vihman, M.M. & Greenlee, M. (1987) ‘Individual differences in phonological development: Ages one and three years’, Journal of Speech & Hearing Research 30 pp. 503–521.