L1 - constructivist
- Created by: BKW
- Created on: 10-01-20 13:18
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- L1 - Constructivist approach to grammar aquisition
- General overview
- Children and adults have 0 knowledge x-bar theory (generative approach of rules making sentences)
- Language is a " structured inventory on constructions"
- Children start out with simple constructions and get ^^^ abstract
- Children Schematise across all objects they hear "I kick ball" "I kick it" = scematise object 2 I kick object" they also do this with action and subjects until they eventually get SVO
- Tomasello 2003
- key points
- 1. Intention reading/cultural learning - learning concrete utterances paired with meaning
- 2. Schematization - breaking utterances into components generalizing them to make lexically specific schemas
- 3. Analogy - when children have built repritoire of slot and frame patterns they can analogise across schemas to form abstract constructions
- 4. Restrict generalizations - eg hitted
- 5. Form syntactic classes eg verbs, noun ect
- key points
- Early construction of schemas
- Tomasello 1992 suggested most children's slot and frame patterns are based around particular verbs eg cut (thing cut) - finger paper ect
- He called these verb islands
- Showed this on a study of his daughters using a diary writing down all her utterances that used a verb. he found the verb cut was always used infront of the thing being cut never cutter first
- shows child creating slot and frame pattern around the verb - verb is always frame
- Pine, Lieven et al found 'islands' for other elemens eg pine&lieven 1993 - nounds/pronouns - Lieven et al 2001 - morphological markers, Pine lieven& Rowland -negated modal chunks
- Tomasello argues variables in schemas are functional not formal - corresponds to functional class - what you can do with object
- Showed this on a study of his daughters using a diary writing down all her utterances that used a verb. he found the verb cut was always used infront of the thing being cut never cutter first
- He called these verb islands
- they form these slot and frames on the basis of hearing repeated instances of highly similar utterances
- Tomasello 1992 suggested most children's slot and frame patterns are based around particular verbs eg cut (thing cut) - finger paper ect
- What factors effect schema learning?
- input frequency
- quickly learn 'im X-ing it' because they hear it a lot, do not learn X was verbed by Y as they don't hear things like this often
- Faulkner et al - children whose mum say theres a noun more often than that's a noun - child is likely to learn the one their mum uses
- Communicative function
- Whst children can do with their language and useful it is to thm
- I'm Xing it / want-x- is more useful than other phrases
- But how do childrengo from small concrete, specific phrases to adult constructions? this is slightly neglected
- Whst children can do with their language and useful it is to thm
- Analogy
- How can children analogize across schemasutterancess that have nothing in common
- they have similar relational structure so child can do feature mapping
- I kiss Mummy and Daddy threw the bal both follow the pattern: agent-action action-patientl
- they have similar relational structure so child can do feature mapping
- Markman&Genter - truck towing a car study and truck towing boat - best match? - majority chose boat
- How can children analogize across schemasutterancess that have nothing in common
- input frequency
- overall problems
- why do some items become word islands and others don't?
- no independent definition of what a schema/chunk/frame is
- Rowland&pine - children made more mistakes ssaying why don't you -x the actual slot and frame pattern
- cCant keep changing what the slot and frame pattern is
- Rowland&pine - children made more mistakes ssaying why don't you -x the actual slot and frame pattern
- no independent definition of what a schema/chunk/frame is
- why do some items become word islands and others don't?
- General overview
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