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Grammatical productivity in Mandarin resultative verb compounds
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Grammatical input differences remain six-months following toy talk instruction
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Uniformity of pronoun case errors in typical development: the association between children's first person and third person case errors in a longitudinal study
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Incomplete and Continuing: Theoretical Issues in the Acquisition of Tense and Aspect
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Abstract:
The purpose of this paper is to argue against a proposal to adopt formal linguistic theory to the psychological problem children face in acquiring the semantic domains of tense and aspect. As semantic rather than syntactic categories, tense and aspect vary between languages. Without universal statements about meaning, we have no reason to substitute a linguistic analysis for psychological theory. The only real alternative, then, is to attempt to characterize the child language data in terms of categories derived from a child's language behavior, and to search in the contextual events which relate to the child's utterance for cues to the acquisition of motivating categories and distinctions.
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Keyword:
Cognitive grammar; Comparative and general--Aspect; Comparative and general--Tense; Developmental psychology; Grammar; Language acquisition
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URL: https://doi.org/10.7916/D8P574QP
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Incomplete and Continuing: Theoretical Issues in the Acquisition of Tense and Aspect
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