Learning word order: early beginnings.

Autor: de la Cruz-Pavía I; Department of Developmental and Social Psychology (DPSS), Università di Padova, Padua, Italy; Department of Linguistics and Basque Studies, Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Vitoria-Gasteiz, Spain; Ikerbasque - Basque Foundation for Science, Bilbao, Spain. Electronic address: irene.delacruz@ehu.eus., Marino C; Integrative Neuroscience and Cognition Center (INCC), Centre National de la Recherche Scientifique (CNRS), Université de Paris, Paris, France., Gervain J; Department of Developmental and Social Psychology (DPSS), Università di Padova, Padua, Italy; Integrative Neuroscience and Cognition Center (INCC), Centre National de la Recherche Scientifique (CNRS), Université de Paris, Paris, France.
Jazyk: angličtina
Zdroj: Trends in cognitive sciences [Trends Cogn Sci] 2021 Sep; Vol. 25 (9), pp. 802-812. Date of Electronic Publication: 2021 May 26.
DOI: 10.1016/j.tics.2021.04.011
Abstrakt: We examine the beginning of the acquisition of the relative order of function and content words, a fundamental but cross-linguistically highly variable aspect of grammar. A review of the existing empirical literature shows that infants as young as 8 months of age can distinguish between functors and content words, and have a rudimentary knowledge of the order of these two universal lexical categories in their native language. Furthermore, human adults and non-human animals such as rodents process the same linguistic information differently from infants, emphasizing the developmental relevance of bootstrapping function/content word order from surface cues available in the input. We discuss the implications of these findings for a synergistic view of language acquisition, considering how grammar acquisition interacts with word learning.
Competing Interests: Declaration of interests The authors have no interests to declare.
(Copyright © 2021 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
Externí odkaz: