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Cognitive Science 27 (2003) 843–873 A construction based analysis of child directed speech
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In: http://www.cogsci.rpi.edu/cogworks/CSJarchive/2003v27/i06/p0843p0873/00000137.PDF (2003)
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Addresses for correspondence:
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In: http://www.llc.manchester.ac.uk/research/new-research/lel/cameron-faulkner/Fileuploadmax10Mb,127706,en.pdf
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Abstract:
thank Brian and his mother for being so generous with their time, the team of research assistants who collected and transcribed the data, and Kirsten Abbot-Smith, Franklin Chang, Elena Lieven, and an anonymous reviewer for helpful comments. The acquisition of with 2 The present paper reports on an investigation of one childs acquisition of the multiple senses of the preposition with from 2;0 4;0. Two competing claims regarding childrens early representation and subsequent acquisition of with were investigated. The Multiple Meanings hypothesis predicts that children form individual form-meaning pairings for with as separate lexical entries. The Monosemy approach (McKercher, 2001) claims that children apply a unitary meaning by abstracting core features early in acquisition. The childs (Brian) speech and his input were coded according to eight distinguishable senses of with. The results showed that Brian first acquired the senses that were most frequent in the input (accompaniment, attribute, & instrument). Less common senses took much longer to emerge. A detailed analysis of the input showed that a variety of clues are
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.553.2690
http://www.llc.manchester.ac.uk/research/new-research/lel/cameron-faulkner/Fileuploadmax10Mb,127706,en.pdf
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