Publication: A universal cue for grammatical categories in the input to children: frequent frames
A universal cue for grammatical categories in the input to children: frequent frames
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Moran, S., Blasi, D. E., Schikowski, R., Küntay, A. C., Pfeiler, B., Allen, S., & Stoll, S. (2018). A universal cue for grammatical categories in the input to children: frequent frames. Cognition, 175, 131–140. https://doi.org/10.1016/j.cognition.2018.02.005
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How does a child map words to grammatical categories when words are not overtly marked either lexically or prosodically? Recent language acquisition theories have proposed that distributional information encoded in sequences of words or morphemes might play a central role in forming grammatical classes. To test this proposal, we analyze child-directed speech from seven typologically diverse languages to simulate maximum variation in the structures of the world's languages. We ask whether the input to children contains cues for assigni
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- Moran, Steven
- Blasi, Damián E
- Schikowski, Robert
- Küntay, Aylin C
- Pfeiler, Barbara
- Allen, Shanley
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Moran, S., Blasi, D. E., Schikowski, R., Küntay, A. C., Pfeiler, B., Allen, S., & Stoll, S. (2018). A universal cue for grammatical categories in the input to children: frequent frames. Cognition, 175, 131–140. https://doi.org/10.1016/j.cognition.2018.02.005