Approaches to Bootstrapping: Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition. Volume 1
By J. Weissenborn, Barbara Hohle. 2001
137 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/6b1fe758dc7cb3924759ff7006047cc5410e539e
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In Developmental and Educational Psychology
Citations in the corpus
- Consequences of the Now-or-Never bottleneck for signed versus spoken languages (2015, background): “The integration of multiple constraints – or cues – is a fundamental component of many current theories of language acquisition (see, e.g., contributions in Golinkoff et al. 2000; Morgan & Demuth 1996; Weissenborn & Höhle 2001; for a review, see Monaghan & Christiansen 2008).”
- Language as shaped by the brain. (2008, background): “Similarly, the integration of multiple constraints, or “cues,” also figures prominently in contemporary theories of language acquisition (see e.g., contributions in Golinkoff et al. 2000; Morgan & Demuth 1996; Weissenborn & Höhle 2001; for a review, see Monaghan & Christiansen 2008).”
- Exposure and input in bilingual development (2017, background): “…using information already encoded in one kind of representation, say, semantic structures, to create distinctions in another, say, morphosyntactic structures (Bonatti, Peña, Nespor & Mehler, 2005; Morgan, 1986, 1990; Morgan & Demuth, 1996; Naigles, 1990; Weissenborn & Höhle, 2001; inter alia).”
- The Recognition of Discontinuous Verbal Dependencies by German 19-Month-Olds: Evidence for Lexical and Structural Influences on Children's Early Processing Capacities (2006, background): “Golinkoff, Hirsh-Pasek, and Schweisguth (2001) found that the ungrammatical use of the morpheme -ly in combination with a verb stem in a verb position leads to a disruption of the sentence comprehension abilities of 18-month-olds when compared to the correct use of the suffix -ing in the same…”