key researchers

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  • key researchers
    • brown (1973)
      • studied childrens language development between 20 and 36 months old and found a regular sequence
        • 1. -ing           2. plural s       3. possessive s                      4. the , a           5. past tense -ed                    6. 3rd person singular verb ending in s        7. auxiliary verb be
    • ursual bellugi
      • negation
        • 1. they place no at beginning ( no want milk)        2. they place no in the middle (i no want milk)       3. adult-like mastery (I don't want milk)
      • pronouns
        • 1. children use nouns instead of pronouns (Serena wants water)              2. pronouns emerge (me want water)      3. adult-like mastery (i want water)
      • interrogatives
        • 1. use rising intonation to indicate a question (mummy go?)   2. they start to use question words (where mummy go?)   3. they manipulate syntax to create detailed questions (where did mummy go?)
  • cruttenden (1979)
    • divided the acquisition into 3 stages
      • 1. child memorises words on an individual basis                2. they show awareness of the general inflection rule. use -ed so run becomes runned.            3. correct inflections are used.
    • key researchers
      • brown (1973)
        • studied childrens language development between 20 and 36 months old and found a regular sequence
          • 1. -ing           2. plural s       3. possessive s                      4. the , a           5. past tense -ed                    6. 3rd person singular verb ending in s        7. auxiliary verb be
      • ursual bellugi
        • negation
          • 1. they place no at beginning ( no want milk)        2. they place no in the middle (i no want milk)       3. adult-like mastery (I don't want milk)
        • pronouns
          • 1. children use nouns instead of pronouns (Serena wants water)              2. pronouns emerge (me want water)      3. adult-like mastery (i want water)
        • interrogatives
          • 1. use rising intonation to indicate a question (mummy go?)   2. they start to use question words (where mummy go?)   3. they manipulate syntax to create detailed questions (where did mummy go?)

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