Do young children have adult syntactic competence?

By Michael Tomasello. Cognition, 2000

894 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9b334b0f3b7dab5554e6847f8a5dbd907894c1e9

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In Developmental and Educational Psychology

Citations in the corpus

Sources of Variability in Children’s Language Growth (2010, background): “…also suggests that children may first acquire frames for particular words and then later extend that information to classes of words (e.g., Braine, 1976; Brooks, Tomasello, Dodson, and Lewis, 1999; Lieven, Pine and Baldwin, 1997; Pine and Lieven, 1993; Rowland and Pine, 2000; Tomasello, 2000).”
REFLECTIONS ON FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002, background): “The so-called linking problem is a classic bootstrapping problem (Redington & Chater, 1998; Tomasello, 2000a).”
Structural priming: a critical review. (2008, background): “Current research has focused on the extent to which children’s language uses item-based schemas rather than abstract general knowledge about a construction (e.g., Fisher, 2002; Tomasello, 2000).”
Grounding language in action (2002, background): “How are these constructional meanings learned? It is likely that young children learn the actions associated with frequently heard verbs, such as “to give,” by being rewarded for correct responses when a parent makes such utterances as “Give me the bottle” ( Tomasello, 2000 ).”
On the computational basis of learning and cognition: Arguments from LSA (2002, background): “Recent work by Tomasello (2000) shows that syntactic patterns of language production develop gradually in children, at least largely as mimicry of verbatim utterances followed by generalization through iterative substitution of terms and addition of new copied patterns.”
The input–output relationship in first language acquisition (2006, background): “On a theoretical level, quantitative aspects of the input language were disregarded because much previous research focused on the question whether early child grammar is productive or not (for a summary see Tomasello, 2000 ).”
Becoming syntactic. (2006, background): “Tomasello (2000) reviewed a variety of studies, mainly of production, suggesting that before the age of 3, children are conservative in their ability to generalize the transitive construction.”
Syntactic priming during language comprehension in three- and four-year-old children (2008, background): “Developmentally, there is a tension between evidence for early abstract representations (e.g., Fisher, 2002b) and item-specific use (e.g., Tomasello, 2000a) in children.”
Is young children's passive syntax semantically constrained? Evidence from syntactic priming. (2012, result): “We note that Maratsos et al.’s suggestion that children’s acquisition of the passive is closely related to the input to which they have been exposed, is consistent with more recent usage-based accounts of language development (e.g., Tomasello, 2000).”
Constructions: a new theoretical approach to language. (2003, background): “It turns out that the input need not be nearly as impoverished as is sometimes assumed [39]; analogical processes can be seen to be viable once function as well as form is taken into account [40,41]; there is good reason to think that children’s early grammar is quite conservative, with generalizati”