“Give me a dative” or “Give a dative to me”: The role of input in double-object dative acquisition

We analyzed the importance of frequency of a double-object structure in adult output and how this might affect its acquisition in children. We predicted that the more frequently a child hears a double-object structure, both overall and in comparison to alternative dative structures, the earlier the child would produce it.

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Acquisition of Comparison Constructions as a Function of Input

Does input frequency influence the order of acquisition of comparison constructions – specifically the regular, comparative, and superlative forms – of size adjectives? Do children hear regular forms most frequently in their input, followed by comparatives, and lastly superlatives? Does this order predict the order of acquisition of these forms?

But Why??: Use and Distribution of Wh-Words

We present a three-pronged approach to the topic of wh-words: (1) What percentage of a child’s speech is dedicated to wh-words, (2) How the mother’s usage input affects the child’s output, and (3) How each wh-word develops over time—specifically, acquisition order, the wh-word “which,” and the dominance of wh-words.

Use of Repetition in Language Learning

What effect does correct plural token frequency in adult input have on children’s overregularization of plural nouns? What effect does age have on children’s overregularization of plural nouns?