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  1. The Diacritical Nature of Meaning. Merleau-Ponty with Saussure.Emmanuel Alloa - 2013 - 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 period – the (...)
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  2. Lindsay Norwood SLA May 5, 2009 Critical Review of Second Language Acquisition and the Critical Period Hypothesis Ed. David Birdsong (1999). [REVIEW]David Birdsong - forthcoming - Critical Review.
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  3. Structural Relationships in Children's Utterances: Semantic or Syntactic.M. Bowerman - 1973 - In T. E. Moore (ed.), Cognitive Development and the Acquisition of Language. Academic. pp. 197.
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  4. Early Syntactic Development: A Cross-Linguistic Study with Special Reference to Finnish.Melissa Bowerman - 1976 - Foundations of Language 14 (4):611-619.
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  5. Advances in the Computational Study of Language Acquisition.Michael R. Brent - 1996 - Cognition 61 (1-2):1-38.
  6. Color Categorization.Robert Briscoe - forthcoming - In Derek Brown & Fiona Macpherson (eds.), Routledge Handbook on the Philosophy of Colour. Routledge.
  7. Three Processes in the Child's Acquisition of Syntax.Roger Brown & Ursula Bellugi - 1967 - In Donald C. Hildum (ed.), Language and Thought: An Enduring Problem in Psychology. London: : Van Nostrand,.
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  8. Aspects of the Acquisition of Communicative Competence the Role Of.Thomas Bye - 1979 - University Microfilms International.
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  9. Spilling the Beans on Childrens Comprehension and Production of Idioms.C. Cacciari & M. C. Levorato - 1991 - Bulletin of the Psychonomic Society 29 (6):498-498.
  10. Models of Language Learning and Their Implications for Social Constructionist Analyses of Scientific Belief.Donald T. Campbell - 1989 - In Steve Fuller (ed.), The Cognitive Turn: Sociological and Psychological Perspectives on Science. Kluwer Academic Publishers.
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  11. Complexity in Language Acquisition.Alexander Clark & Shalom Lappin - 2013 - 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. (...)
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  12. Conceptual Perspective and Lexical Choice in Acquisition.Eve V. Clark - 1997 - Cognition 64 (1):1-37.
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  13. Negative Verbs in Children's Speech.Eve V. Clark - 1981 - In W. Klein & W. Levelt (eds.), Crossing the Boundaries in Linguistics. Reidel. pp. 253--264.
  14. It's Not Wise to Fool with Mother Nature.Stephen Crain - unknown
    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 (...)
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  15. The Acquisition of Disjunction: Evidence for a Grammatical View of Scalar Implicatures.Stephen Crain - manuscript
    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., (...)
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  16. The Inclusion of Disjunction in Child Grammar: Evidence From Modal Verbs.Stephen Crain - manuscript
    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 (...)
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  17. Acquisition of Disjunction in Conditional Sentences.Stephen Crain - manuscript
    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 (...)
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  18. Children's Command of Negation.Stephen Crain - manuscript
    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.
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  19. Aesthetic Concepts, Perceptual Learning, and Linguistic Enculturation: Considerations From Wittgenstein, Language, and Music.Adam M. Croom - 2012 - 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 (...)
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  20. Rich Syntax From a Raw Corpus: Unsupervised Does It.Shimon Edelman - unknown
    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 truly (...)
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  21. Computational Approaches to Language Acquisition.Jeff Elman - 2006 - In Encyclopedia of Language and Linguistics. pp. 2--726.
  22. Phonological Constraints on Children's Use of the Plural.Marc Ettlinger & Jennifer A. Zapf - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 41--45.
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  23. A Probabilistic Incremental Model of Word Learning in the Presence of Referential Uncertainty.Afsaneh Fazly, Afra Alishahi & Suzanne Stevenson - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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  24. Phrase Structure Parameters.Janet Fodor & Stephen Crain - 1990 - Linguistics and Philosophy 13 (6):619 - 659.
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  25. Some Reflections on L.S. Vygotsky's Thought and Language.Jerry Fodor - 1972 - Cognition 1 (1):83-95.
  26. Linguistic Theory and Language Acquisition: A Note on Structure-Dependence.Robert Freidin - 1991 - Behavioral and Brain Sciences 14 (4):618-619.
  27. Evaluating Competing Linguistic Theories with Child Language Data: The Case of the Mass-Count Distinction. [REVIEW]Virginia C. Gathercole - 1986 - Linguistics and Philosophy 9 (2):151 - 190.
  28. 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]Susan A. Gelman - 2005 - In Peter Carruthers (ed.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York. pp. 1--198.
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  29. Stephen Crain & Rosalind Thornton, Investigations in Universal Gram-Mar: A Guide to Experiments on the Acquisition of Syntax and Semantics. [REVIEW]Bart Geurts - 2000 - Linguistics and Philosophy 23 (5):523-532.
  30. But Do We Need Universal Grammar? Comment on Lidz Et Al.Adele E. Goldberg - 2004 - Cognition 94 (1):77-84.
  31. Genetic Language Impairment: Unruly Grammars.Myrna Gopnik, Jenny Dalalakis, S. E. Fukuda, Suzy Fukuda & E. Kehayia - 1996 - In Evolution of Social Behaviour Patterns in Primates and Man. pp. 223-249.
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  32. Level-Ordering in Lexical Development.Peter Gordon - 1985 - Cognition 21 (2):73-93.
  33. Acquisition of Disjunction in Conditional Sentences.Andrea Gualmini - unknown
    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 (...)
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  34. The Inclusion of Disjunction in Child Grammar: Evidence From Modal Verbs.Andrea Gualmini - unknown
    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 (...)
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  35. Everybody Knows.Andrea Gualmini, Stephen Crain & Luisa Meroni - unknown
    Much current research is devoted to children’s non-adult responses to sentences containing the universal quantifier every. In this chapter we review two alternative views: one that attributes children’s responses to nonadult grammars and one that focuses on extra-linguistic factors to explain children’s non-adult responses. We argue that the grammatical view faces several theoretical concerns, and, in light of research experimental findings, we demonstrate that it also suffers from limited explanatory power.
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  36. Influences of Prior Acquisition of Asl on Lexical Organization of English.Vl Hanson & Lb Feldman - 1987 - Bulletin of the Psychonomic Society 25 (5):327-327.
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  37. Knowledge Acquisition and Asymmetry Between Language Comprehension and Production: Dolphins and Apes as General Models for Animals.Louis M. Herman & Steven N. Austad - 1996 - In Colin Allen & D. Jamison (eds.), Readings in Animal Cognition. MIT Press. pp. 289--306.
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  38. Explanation in Linguistics. The Logical Problem of Language Acquisition.Norbert Hornstein & David Lightfoot - 1985 - Tijdschrift Voor Filosofie 47 (2):338-338.
  39. A Cross-Linguistic Study of Early Word Meaning: Universal Ontology and Linguistic Influence.Mutsumi Imai & Dedre Gentner - 1997 - Cognition 62 (2):169-200.
  40. Cognitive Schemes and Their Possible Relativons to Language Acquisition.B. Inhelder - 1980 - In Massimo Piattelli-Palmarini (ed.), Language and Learning: The Debate Between Jean Piaget and Noam Chomsky. Harvard University Press.
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  41. Development of Speech During Infancy: Curve of Phonemic Types.O. C. Irwin & H. P. Chen - 1946 - Journal of Experimental Psychology 36 (5):431.
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  42. Patterns in the Mind: Language And.R. Jackendoff - forthcoming - Human Nature.
  43. The New Testament Writers (Introduction to Book).Lascelles G. B. James - forthcoming - Self Published.
    The style, tone and tenor of the New Testament writers are unique and exceptional. Jesus of Nazareth, Hebraic roots, Old Testament literature, oral tradition, Hellenistic influence, Roman governance, 1st century socio-politics, and multifarious linguistic elements combined to immortalize their literary records and make them indelible in the minds of contemplative readers. This book acknowledges previous work and seeks to connect the thoughts gleaned from them to seminal ideas that have their locus in the inquiry of how language can influence thought (...)
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  44. Phonology and Phonetics, Acquisition Of.Peter W. Jusczyk - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group. pp. 3--645.
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  45. Pragmatic Tolerance: Implications for the Acquisition of Informativeness and Implicature.Napoleon Katsos & Dorothy V. M. Bishop - 2011 - Cognition 120 (1):67-81.
  46. When You Isn't You. The Attraction of Self­-Ascription in Children’s Interpretation of Pronouns in Reported Speech.Franziska Köder & Maier Emar - forthcoming - Glossa.
    In language comprehension, 'you' is a de se pronoun, which means that its interpretation is guided by a simple de se rule ('you' = self-ascription by addressee), while the interpretation of other pronouns requires more complicated reasoning. This predicts that 'you' should be easier to process than 'I' or 'he', especially for children. But not all occurrences of 'you' can be correctly interpreted via self-ascription. We consider two cases where 'you' does not indicate self-ascription: interpretation as an eavesdropper and 'you' (...)
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  47. Learning a Generative Probabilistic Grammar of Experience: A Process‐Level Model of Language Acquisition.Oren Kolodny, Arnon Lotem & Shimon Edelman - 2014 - 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 in this (...)
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  48. Sign Language.Diane C. Lillo‐Martin - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
  49. Semantic Restrictions on Children's Passives.Michael Maratsos, Dana Ec Fox, Judith A. Becker & Mary Anne Chalkley - 1985 - Cognition 19 (2):167-191.
  50. Negative Evidence in Language Acquisition.Gary F. Marcus - 1993 - Cognition 46 (1):53-85.
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