This category needs an editor. We encourage you to help if you are qualified.
Volunteer, or read more about what this involves.
Related categories
Siblings:
52 found
Search inside:
(import / add options)   Order:
1 — 50 / 52
  1. Emmanuel Alloa (2013). The Diacritical Nature of Meaning. Merleau-Ponty with Saussure. Chiasmi International 15:167-181.
    “What we have learned from Saussure” affirms Merleau-Ponty “is that, taken singly, signs do not signify anything, and that each one of them does not so much express a meaning as mark a divergence of meaning between itself and other signs.” While it has often been stressed that Merleau-Ponty was arguably among the earliest philosophical readers of Saussure, the real impact of this reading on Merleau-Ponty’s thinking has rarely been assessed in detail. By focusing on the middle (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  2. David Birdsong (forthcoming). Lindsay Norwood SLA May 5, 2009 Critical Review of Second Language Acquisition and the Critical Period Hypothesis Ed. David Birdsong (1999). [REVIEW] Critical Review.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  3. M. Bowerman (1973). Structural Relationships in Children's Utterances: Semantic or Syntactic. In T. E. Moore (ed.), Cognitive Development and the Acquisition of Language. Academic 197.
    Remove from this list  
     
    Export citation  
     
    My bibliography   6 citations  
  4. Melissa Bowerman (1976). Early Syntactic Development: A Cross-Linguistic Study with Special Reference to Finnish. Foundations of Language 14 (4):611-619.
    Remove from this list  
     
    Export citation  
     
    My bibliography   1 citation  
  5. Michael R. Brent (1996). Advances in the Computational Study of Language Acquisition. Cognition 61 (1-2):1-38.
  6. Robert Briscoe (forthcoming). Color Categorization. In Derek Brown & Fiona Macpherson (eds.), Routledge Handbook on the Philosophy of Colour. Routledge
  7. Robert Briscoe (2014). Review of Christopher Gauker, Words and Images: An Essay on the Origin of Ideas, Oxford and New York: Oxford University Press, 2011. [REVIEW] Mind 123 (491):902-096.
  8. Roger Brown & Ursula Bellugi (1967). Three Processes in the Child's Acquisition of Syntax. In Donald C. Hildum (ed.), Language and Thought: An Enduring Problem in Psychology. London,: Van Nostrand,
    Remove from this list  
     
    Export citation  
     
    My bibliography   5 citations  
  9. Thomas Bye (1979). Aspects of the Acquisition of Communicative Competence the Role Of. University Microfilms International.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  10. C. Cacciari & M. C. Levorato (1991). Spilling the Beans on Childrens Comprehension and Production of Idioms. Bulletin of the Psychonomic Society 29 (6):498-498.
  11. Donald T. Campbell (1989). Models of Language Learning and Their Implications for Social Constructionist Analyses of Scientific Belief. In Steve Fuller (ed.), The Cognitive Turn: Sociological and Psychological Perspectives on Science. Kluwer Academic Publishers
    Remove from this list  
     
    Export citation  
     
    My bibliography   1 citation  
  12. Alexander Clark & Shalom Lappin (2013). Complexity in Language Acquisition. Topics in Cognitive Science 5 (1):89-110.
    Learning theory has frequently been applied to language acquisition, but discussion has largely focused on information theoretic problems—in particular on the absence of direct negative evidence. Such arguments typically neglect the probabilistic nature of cognition and learning in general. We argue first that these arguments, and analyses based on them, suffer from a major flaw: they systematically conflate the hypothesis class and the learnable concept class. As a result, they do not allow one to draw significant conclusions about the learner. (...)
    Remove from this list   Direct download (9 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  13. Eve V. Clark (1997). Conceptual Perspective and Lexical Choice in Acquisition. Cognition 64 (1):1-37.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography   21 citations  
  14. Eve V. Clark (1981). Negative Verbs in Children's Speech. In W. Klein & W. Levelt (eds.), Crossing the Boundaries in Linguistics. Reidel 253--264.
  15. Stephen Crain, Children's Command of Negation.
    Poverty -of-stimulus arguments have taken new ground recently, augmented by experimental findings from th e study of child language. In this paper, we briefly review two variants of the poverty-of-stimulus argument that have received empirical support from studies of child language; then we examine a third argument of this kind in more detail. The case under discussion involves the structural notion of c-command as it pertains to children’s interpretation of disjunction in the scope of negation.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  16. Stephen Crain, It's Not Wise to Fool with Mother Nature.
    Several recent papers propose that child and adult grammars differ in their underlying representations of universal quantification, e.g., “every” in English. These proposals attempt to explain children’s nonadult responses, in certain circumstances, in response to sentences that contain the universal quantifier. Blaming children’s nonadult behavior on their grammars is questionable, however, in view of the restrictiveness of the theory of Universal Grammar, which tightly constrains the hypothesis space children can navigate in the course of language development. The restrictiveness of the (...)
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  17. Stephen Crain, The Acquisition of Disjunction: Evidence for a Grammatical View of Scalar Implicatures.
    This paper investigates young children's knowledge of scalar implicatures and downward entailment. In previous experimental work, we have shown that young children access the full range of truth-conditions associated with logical words in classical logic, including the disjunction operator, as well as the indefinite article. The present study extends this research in three ways, taking disjunction as a case study. Experiment 1 draws upon the observation that scalar implicatures (SIs) are cancelled (or reversed) in downward entailing (DE) linguistic environments, e.g., (...)
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  18. Stephen Crain, The Inclusion of Disjunction in Child Grammar: Evidence From Modal Verbs.
    This study is concerned with the acquisition of the disjunction operator, or, in English. Two mutually inconsistent claims have been made about the acquisition of disjunction. One claim is that the acquisition of the adult truth conditions for logical connectives, including disjunction, is a late and not fully universal, achievement. With particular reference to disjunction, the findings from several studies are interpreted as showing that only the truth conditions associated with exclusive-or are available to young children (e.g., Beilin and Lust (...)
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  19. Stephen Crain, Acquisition of Disjunction in Conditional Sentences.
    This study is concerned with the properties of the disjunction operator, or, and the acquisition of these properties by English-speaking children. Previous research has concluded that adult truth conditions for logical connectives are acquired relatively late in the course of language development. With particular reference to disjunction, the results of several studies have led to two claims. First, it has been argued that the full range of truth-conditions associated with inclusive-or is not initially available to children; instead, children are supposed (...)
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  20. Adam M. Croom (2012). Aesthetic Concepts, Perceptual Learning, and Linguistic Enculturation: Considerations From Wittgenstein, Language, and Music. Integrative Psychological and Behavioral Science 46:90-117.
    Aesthetic non-cognitivists deny that aesthetic statements express genuinely aesthetic beliefs and instead hold that they work primarily to express something non-cognitive, such as attitudes of approval or disapproval, or desire. Non-cognitivists deny that aesthetic statements express aesthetic beliefs because they deny that there are aesthetic features in the world for aesthetic beliefs to represent. Their assumption, shared by scientists and theorists of mind alike, was that language-users possess cognitive mechanisms with which to objectively grasp abstract rules fixed independently of human (...)
    Remove from this list  
    Translate
      Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  21. Shimon Edelman, Rich Syntax From a Raw Corpus: Unsupervised Does It.
    We compare our model of unsupervised learning of linguistic structures, ADIOS [1], to some recent work in computational linguistics and in grammar theory. Our approach resembles the Construction Grammar in its general philosophy (e.g., in its reliance on structural generalizations rather than on syntax projected by the lexicon, as in the current generative theories), and the Tree Adjoining Grammar in its computational characteristics (e.g., in its apparent affinity with Mildly Context Sensitive Languages). The representations learned by our algorithm are (...)
    Remove from this list  
    Translate
      Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  22. Jeff Elman (2006). Computational Approaches to Language Acquisition. In Encyclopedia of Language and Linguistics. 2--726.
  23. Marc Ettlinger & Jennifer A. Zapf (2008). Phonological Constraints on Children's Use of the Plural. In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society 41--45.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  24. Janet Fodor & Stephen Crain (1990). Phrase Structure Parameters. Linguistics and Philosophy 13 (6):619 - 659.
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    My bibliography  
  25. Jerry Fodor (1972). Some Reflections on L.S. Vygotsky's Thought and Language. Cognition 1 (1):83-95.
  26. Robert Freidin (1991). Linguistic Theory and Language Acquisition: A Note on Structure-Dependence. Behavioral and Brain Sciences 14 (4):618-619.
  27. Virginia C. Gathercole (1986). Evaluating Competing Linguistic Theories with Child Language Data: The Case of the Mass-Count Distinction. [REVIEW] Linguistics and Philosophy 9 (2):151 - 190.
  28. Susan A. Gelman (2005). Psychological Models Often Assume That Young Children Learn Words and Concepts Bymeansof Associative Learning Mechanisms, Without the Need to Posit Any Innate Predispositions. For Example, Smith, Jones, and Landau (1996) Propose That Children Learn Concepts by Hearing Specific Linguistic Frames While Viewing Specific Object Properties. The Environment Provides All the Information That Children Need; the Conjunction of Sights and Sounds is Proposed to Be Sufficient to Enable Children. [REVIEW] In Peter Carruthers (ed.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York 1--198.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  29. Bart Geurts (2000). Stephen Crain & Rosalind Thornton, Investigations in Universal Gram-Mar: A Guide to Experiments on the Acquisition of Syntax and Semantics. [REVIEW] Linguistics and Philosophy 23 (5):523-532.
  30. Adele E. Goldberg (2004). But Do We Need Universal Grammar? Comment on Lidz Et Al. Cognition 94 (1):77-84.
  31. Myrna Gopnik, Jenny Dalalakis, S. E. Fukuda, Suzy Fukuda & E. Kehayia (1996). Genetic Language Impairment: Unruly Grammars. Proceedings of the British Academy 88:223-249.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  32. Peter Gordon (1985). Level-Ordering in Lexical Development. Cognition 21 (2):73-93.
  33. Andrea Gualmini, Acquisition of Disjunction in Conditional Sentences.
    This study is concerned with the properties of the disjunction operator, or, and the acquisition of these properties by English-speaking children. Previous research has concluded that adult truth conditions for logical connectives are acquired relatively late in the course of language development. With particular reference to disjunction, the results of several studies have led to two claims. First, it has been argued that the full range of truth-conditions associated with inclusive-or is not initially available to children; instead, children are supposed (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    My bibliography  
  34. Andrea Gualmini, The Inclusion of Disjunction in Child Grammar: Evidence From Modal Verbs.
    This study is concerned with the acquisition of the disjunction operator, or, in English. Two mutually inconsistent claims have been made about the acquisition of disjunction. One claim is that the acquisition of the adult truth conditions for logical connectives, including disjunction, is a late and not fully universal, achievement. With particular reference to disjunction, the findings from several studies are interpreted as showing that only the truth conditions associated with exclusive-or are available to young children (e.g., Beilin and Lust (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    My bibliography  
  35. Vl Hanson & Lb Feldman (1987). Influences of Prior Acquisition of Asl on Lexical Organization of English. Bulletin of the Psychonomic Society 25 (5):327-327.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  36. Norbert Hornstein & David Lightfoot (1985). Explanation in Linguistics. The Logical Problem of Language Acquisition. Tijdschrift Voor Filosofie 47 (2):338-338.
  37. Mutsumi Imai & Dedre Gentner (1997). A Cross-Linguistic Study of Early Word Meaning: Universal Ontology and Linguistic Influence. Cognition 62 (2):169-200.
  38. B. Inhelder (1980). Cognitive Schemes and Their Possible Relativons to Language Acquisition. In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  39. O. C. Irwin & H. P. Chen (1946). Development of Speech During Infancy: Curve of Phonemic Types. Journal of Experimental Psychology 36 (5):431.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  40. Oren Kolodny, Arnon Lotem & Shimon Edelman (2014). Learning a Generative Probabilistic Grammar of Experience: A Process‐Level Model of Language Acquisition. Cognitive Science 38 (4):227-267.
    We introduce a set of biologically and computationally motivated design choices for modeling the learning of language, or of other types of sequential, hierarchically structured experience and behavior, and describe an implemented system that conforms to these choices and is capable of unsupervised learning from raw natural-language corpora. Given a stream of linguistic input, our model incrementally learns a grammar that captures its statistical patterns, which can then be used to parse or generate new data. The grammar constructed (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  41. Luisa Meronia, At the Semantics/Pragmatics Interface in Child Language.
    This paper investigates scalar implicatures and downward entailment in child English. In previous experimental work we have shown that adults’ computation of scalar implicatures is sensitive to entailment relations. For instance, when the disjunction operator or occurs in positive contexts, an implicature of exclusivity arises. By contrast when the disjunction operator occurs within the scope of a downward entailing linguistic expression, no implicature of exclusivity is computed. Investigations on children’s computation of scalar implicatures in the same contexts have led to (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    My bibliography  
  42. Luisa Meronib, The Acquisition of Disjunction: Evidence for a Grammatical View of Scalar Implicatures.
    This paper investigates young children's knowledge of scalar implicatures and downward entailment. In previous experimental work, we have shown that young children access the full range of truth-conditions associated with logical words in classical logic, including the disjunction operator, as well as the indefinite article. The present study extends this research in three ways, taking disjunction as a case study. Experiment 1 draws upon the observation that scalar implicatures (SIs) are cancelled (or reversed) in downward entailing (DE) linguistic environments, e.g., (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    My bibliography  
  43. Johan Modée (2000). Observation Sentences and Joint Attention. Synthese 124 (2):221-238.
    The aim of this paper is to examine W. V.Quine's theory of infants' early acquisition oflanguage, with a narrow focus on Quine's theory ofobservation sentences. Intersubjectivity and sensoryexperiences, the two features that characterise thenotion, receive the most attention. It is argued,following a suggestion from Donald Davidson, thatQuine favours a proximal theory of languageacquisition, i.e., a theory which is focused onprivate experiences as ultimate sources ofstimulation, contrary to a distal theory, where thestimulus source is located in externally observableobjects and events. I (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  44. Chad Nilep (2015). Ideologies of Language at Hippo Family Club. Pragmatics 25 (2):205-227.
    Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  45. Anna Papafragou, Space and the Language‐Cognition Interface.
    According to classical theories of language and cognition, human cognition is characterized by strong universal commonalities built around notions such as object, space, agency, number, time, and event (Clark, 1973; Miller & Johnson‐Laird, 1976). Languages select from this prelinguistic conceptual repertoire the concepts that become encoded in their lexical and grammatical stock. Language acquisition, on this view, is a mapping process in which the learner needs to figure out which sounds in the language spoken in the environment correspond to which (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  46. Steven Pinker (1986). Productivity and Conservatism in Language Acquisition. In William Demopoulos (ed.), Language Learning and Concept Acquisition. Ablex 54--79.
    Remove from this list  
     
    Export citation  
     
    My bibliography   1 citation  
  47. Geoffrey K. Pullum (1983). CL Baker and John J. McCarthy, Eds., The Logical Problem of Language Acquisition Reviewed By. Philosophy in Review 3 (2):49-51.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
  48. Lawrence D. Roberts (2004). The Relation of Children's Early Word Acquisition to Abduction. Foundations of Science 9 (3):307-320.
    The paper discusses how abduction relates tochildren's early acquisition of words, and has three sections: (a) a brief description of Peirce's notion of abduction; (b) a developmentof a hypothesis for the content-related symbolic functioning of words; and (c)arguments that children's knowledge of such functioning involves two kinds of abduction. In (b), children's knowledge of the content-related symbolic functioning of words is argued to consist in practical knowledge ofhow to use words to direct attention to kindsof things. To acquire such knowledge, (...)
    Remove from this list   Direct download (7 more)  
     
    Export citation  
     
    My bibliography  
  49. J. H. van Hateren, Consciousness Results When Communication Modifies the Form of Self-Estimated Fitness.
    The origin and development of consciousness is poorly understood. Although it is clearly a naturalistic phenomenon evolved through Darwinian evolution, explaining it in terms of physicochemical, neural, or symbolic mechanisms remains elusive. Here I propose that two steps had to be taken in its evolution. First, living systems evolved an intrinsic goal-directedness by internalizing Darwinian fitness as a self-estimated fitness. The self-estimated fitness participates in a feedback loop that effectively produces intrinsic meaning in the organism. Second, animals with advanced nervous (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  50. Colin Yallop (2004). The Role of Talk Between Mothers and Children in Establishing Ways of Learning. The Formation of Person Impression From the Language of Everyday Talk Socio-Linguistic Variations in Structures of Reasoning in Everyday Talk. In Omkar N. Koul, Imtiaz S. Hasnain & Ruqaiya Hasan (eds.), Linguistics, Theoretical and Applied: A Festschrift for Ruqaiya Hasan. Distributed by Creative Books 159.
    Remove from this list  
     
    Export citation  
     
    My bibliography  
1 — 50 / 52