Learnability and linguistic performance

Journal of Child Language

Volumn 31, Issue 2, 2004, Pages 431-457

  Drozd, Kenneth F ^a  

^a AARHUS UNIVERSITY   (Denmark)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84989370660     PISSN: 03050009     EISSN: 14697602     Source Type: Journal    
DOI: 10.1017/S0305000904006051     Document Type: Article

References (55)

1. Avrutin, S. (1999). Development of the syntax-discourse interface. Dordrecht: Kluwer.
2. Avrutin, S. & Thornton, R. (1994). Distributivity and binding in child grammar. Linguistic Inquiry 25, 265–271.
3. Berwick, R. C. & Weinberg, A. S. (1984). The Grammatical basis of linguistic performance. Cambridge: MIT.
4. Bolinger, D. (1961). Contrastive accent and contrastive stress. Language 37, 83–96.
5. Bordens, K. S. & Abbott, B. B. (2002). Research design and methods: a process approach (5th edition). Boston: McGraw-Hill.
6. Bosch, P. & van der Sandt, R. (1999). Focus: linguistic, cognitive, and computational perspectives. Cambridge: CUP.
7. Brinkmann, U., Drozd, K. F. & Krämer, I. (1996). Physical individuation as a prerequisite for children's symmetrical interpretations. In A. Stringfellow, D. Calia-Amitay, E. Hughes & A. Zukowski (eds), Proceedings of the 20th Annual Boston University Conference on Language Development. Boston: Cascadilla Press.
8. Brown, R. (1973). A first language. Cambridge: Harvard University Press.
9. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT.
10. Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris.
11. Chomsky, N. & Lasnik, H. (1993). The theory of principles and parameters. In J. Jacobs, A. von Stechow, W. Sternefeld & T. Vennemann (eds), Syntax: an international handbook of contemporary research. Berlin and New York: Walter de Gruyter.
12. Reprinted in Chomsky, N. (1995) The minimalist program, Cambridge: MIT
13. Conway, L. & Crain, S. (1995). Dynamic acquisition. In D. MacLaughlin & S. McEwen (eds), Proceedings of the 19th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.
14. Crain, S. (1991). Language acquisition in the absence of experience. Behavioral and Brain Sciences 14, 597–650.
15. Crain, S. & McKee, C. (1985). The acquisition of structural restrictions on anaphora. In S. Berman, J. Choe & J. McDonough (eds), Proceedings of NELS 15. Amherst: University of Massachusetts, GLSA.
16. Crain, S. & Nakayama, M. (1987). Structure dependence in grammar formation. Language 63, 522–543.
17. Crain, S., Shankweiler, D., Macaruso, P. & Bar-Shalom, E. (1990). Working memory and comprehension of spoken sentences: investigations of children with reading disorder. In G. Vallar & T. Shallice (eds), Neuropsychological disorders of short-term memory. Cambridge: CUP.
18. Crain, S. & Steedman, M. (1985). On not being led up the garden path. The use of context by the psychological parser. In D. R. Dowty, L. Karttunnen & A. Zwicky (eds), Natural language parsing: psychological, computational, and theoretical perspectives. Cambridge: CUP.
19. Crain, S., Thornton, R., Boster, C., Conway, L., Lillo-Martin, D. & Woodams, E. (1996). Quantification without qualification. Language Acquisition 5, 83–153.
20. Drozd, K. F. (2001). Children's weak interpretation of universally quantified sentences. In M. Bowerman & S. C. Levinson (eds), Language acquisition and conceptual development. Cambridge: CUP.
21. Drozd, K. F. & van Loosbroek, E. (1999). Weak quantification, Plausible Dissent, and the development of children's pragmatic competence. In A. Greenhill, H. Littlefield & C. Tano (eds), Proceedings of the 23rd Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.
22. Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D. & Plunkett, K. (1996). Rethinking Innateness. Cambridge: MIT.
23. Fodor, J. A. (1983). The modularity of mind. Cambridge: MIT.
24. Fodor, J. D. (1998a). Learning to parse. Journal of Psycholinguistic Research 27, 285–319.
25. Fodor, J. D. (1998b). Parsing to learn. Journal of Psycholinguistic Research 27, 339–375.
26. Frazier, L. (1999). On sentence interpretation. Dordrecht: Kluwer.
27. Grodzinsky, Y. & Reinhart, T. (1993). The innateness of binding and the development of coreference. A reply to Grimshaw and Rosen. Linguistic Inquiry 24, 69–103.
28. Guasti, M. T. & Chierchia, G. (2001). Backward versus forward anaphora: reconstruction in child grammar. Language Acquisition 8, 129–170.
29. Hamburger, H. & Crain, S. (1982). Relative acquisition. In S. Kuczaj (ed.), Language development: syntax and semantics. Hillsdale, NJ: Erlbaum.
30. Jackendoff, R. (2000). Foundations of language. Oxford: Oxford University Press.
31. Kadmon, N. (2001). Formal pragmatics. Oxford: Blackwell.
32. Koster, C. (1994). Errors in anaphora acquisition. Utrecht: Research Institute for Language and Speech (OTS).
33. Krifka, M. (1991). A compositional semantics for multiple focus constructions. Proceedings of SALT.
34. Lambrecht, K. (1994). Information structure and sentence form. Cambridge: CUP.
35. Levelt, W. J. M. (1989). Speaking: from intention to articulation. Cambridge: MIT.
36. Lorsbach, T. C., Katz, G. A. & Cupak, A. J. (1998). Developmental differences in the ability to inhibit the initial misinterpretation of garden path sentences. Journal of Experimental Child Psychology 71, 275–296.
37. Lust, B., Eisele, J. & Mazuka, R. (1992). The binding theory module: evidence from first language acquisition for Principle C. Language 68, 333–358.
38. MacWhinney, B. (1987). The competition model. In B. MacWhinney (ed.), Mechanisms of language acquisition. Hillsdale, NJ: Erlbaum.
39. Marcus, G., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J. & Xu, F. (1992). Over-regularization in language acquisition. Monographs for the Society for Research in Child Development. Number 57.
40. Marslen-Wilson, W. & Tyler, L. K. (1989). Against modularity. In J. L. Garfield (ed.), Modularity in knowledge representation and natural language understanding. Cambridge: MIT.
41. Miyamoto, Y. & Crain, S. (1991). Children's interpretation of plural pronouns: collective vs. distributive interpretation. Paper presented at the 16th Annual Boston University Conference on Language Development.
42. Nakayama, M. (1987). Performance factors in subject-auxiliary inversion by children. Journal of Child Language 14, 113–125.
43. O'Grady, W. (1997). Syntactic development. Chicago: Chicago University Press.
44. Philip, W. (1995). Event quantification in the acquisition of universal quantification. Doctoral dissertation, University of Massachusetts, Amherst.
45. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press.
46. Russell, B. (1948). Human knowledge: its scope and limits. London: Allen and Unwin.
47. Stromswold, K. (1996). Analyzing children's spontaneous speech. In D. McDaniel, C. McKee & H. S. Cairns (eds), Methods for assessing children's syntax. Cambridge, MA: MIT Press.
48. Tanenhaus, M. K. & Trueswell, J. (1995). Sentence comprehension. In P. D. Eimas & J. L. Miller (eds), Speech, language, and communication. New York: Academic Press.
49. Tesar, B. & Smolensky, P. (2000). Learnability in optimality theory. Cambridge: MIT.
50. Thornton, R. (1990). Adventures in long-distance moving. The acquisition of complex wh-questions. Doctoral dissertation, University of Connecticut, Storrs.
51. Thornton, R. (1995). Referentiality and wh-movement in child English. Juvenile D-linkuency. Language Acquisition 4, 139–175.
52. Tomasello, M. (2000). The cultural origins of human cognition. Cambridge: Harvard University Press.
53. Trueswell, J. C., Sekerina, I., Hill, N. M. & Logrip, M. L. (1999). The kindergarten-path effect: studying on-line sentence processing in young children. Cognition 73, 89–134.
54. Tyler, L. K. & Marslen-Wilson, W. (1978). Some developmental aspects of sentence processing and memory. Journal of Child Language 5, 113–129.
55. Valian, V. (1990). Syntactic subjects in the early speech of American and Italian children. Cognition 40, 21–81.