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The Influence of Frequency and Semantic Similarity on How Children Learn Grammar

Abbot-Smith, Kirsten, Tomasello, Michael (2010) The Influence of Frequency and Semantic Similarity on How Children Learn Grammar. First Language, 30 (1). pp. 79-101. ISSN 0142-7237. (doi:10.1177/0142723709350525)

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http://dx.doi.org/10.1177/0142723709350525

Abstract

Lexically based learning and semantic analogy may both play a role in the learning of

language (nominally English) involving two grammatical constructions, each of which was

and grammaticality judgement tests with ‘trained verbs’ and a ‘generalization’ test, involving

associating particular verbs with the constructions in which they had heard them. They

particular constructions, indicating lexically based learning. There was also an interaction

judgement test the children were at chance overall. In the elicited production generalization

test 75% of the children used the same construction for all items.

Item Type: Article
DOI/Identification number: 10.1177/0142723709350525
Subjects: H Social Sciences > H Social Sciences (General)
B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: Kirsten Abbot-Smith
Date Deposited: 18 Aug 2010 09:50 UTC
Last Modified: 06 Feb 2020 04:05 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/25339 (The current URI for this page, for reference purposes)
Abbot-Smith, Kirsten: https://orcid.org/0000-0001-8623-0664
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