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Developmental psycholinguistics teaches us that we need multi-method, not single-method, approaches to the study of linguistic representation

Published online by Cambridge University Press:  10 November 2017

Caroline F. Rowland  and
Padraic Monaghan
Caroline F. Rowland
Affiliation:
Language Development Department, Max Planck Institute for Psycholinguistics Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, Netherlands. caroline.rowland@mpi.nlhttp://www.mpi.nl/people/rowland-caroline
Padraic Monaghan
Affiliation:
Psychology of Language Department, Max Planck Institute for Psycholinguistics Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, Netherlands. ESRC LuCiD Centre, Department of Psychology, Lancaster University, Lancaster LA1 4YF, United Kingdom. p.monaghan@lancaster.ac.ukhttp://www.lancaster.ac.uk/staff/monaghan
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Abstract

In developmental psycholinguistics, we have, for many years, been generating and testing theories that propose both descriptions of adult representations and explanations of how those representations develop. We have learnt that restricting ourselves to any one methodology yields only incomplete data about the nature of linguistic representations. We argue that we need a multi-method approach to the study of representation.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 40 , 2017 , e308
Copyright
Copyright © Cambridge University Press 2017 

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