Child language and language change: a conjecture and some refutations

2011 ◽  
Author(s):  
GABERELL DRACHMAN
Keyword(s):  
Language Change ◽  
Child Language

A developmental view on incrementation in language change

2019 ◽  
Vol 45 (3-4) ◽  
pp. 127-150
Author(s):  
Ailís Cournane
Keyword(s):  
Young Children ◽  
Language Learning ◽  
Language Change ◽  
Child Language ◽  
Collaborative Work ◽  
Social Transmission ◽  
Learning Behaviors ◽  
Acquisition Process ◽  
Learning And Change ◽  
Dynamic Phenomena

Abstract Acquisition is an intuitive place to look for explanation in language change. Each child must learn their individual grammar(s) via the indirect process of analyzing the output of others’ grammars, and the process necessarily involves social transmission over several years. On the basis of child language learning behaviors, I ask whether it is reasonable to expect the incrementation (advancement) of new variants to be kicked off by and sustained by the acquisition process. I discuss literature on how children respond to input variation, and a series of new studies experimentally testing incrementation, and argue that at least for some phenomena, young children overgeneralize innovative variants beyond their input. I sketch a model of incrementation based on initial overgeneralization, and offer further thoughts on next steps. Much collaborative work remains to precisely link analogous dynamic phenomena in learning and change.

Language development and language knowledge: evidence from the acquisition of Hebrew morphophonology

1981 ◽  
Vol 8 (3) ◽  
pp. 609-626 ◽  
Author(s):  
Ruth A. Berman
Keyword(s):  
Language Development ◽  
Language Change ◽  
Child Language ◽  
Complex Interaction ◽  
Linguistic Competence ◽  
Inflectional Morphology ◽  
Morphological Pattern ◽  
Formal Study ◽  
Language Knowledge

ABSTRACTThe study considers implications of our findings regarding pre-school acquisition of Hebrew inflectional morphology (Berman 1981). Children resolve ‘opacities’ by reference to various types of ‘paradigms’. These are related to the distinction between transient and more widespread deviations from prescriptive norms, in an attempt to account for interactions between child language and language change. While pre-school acquisition is crucially affected by peer input, the grammar is subsequently reshaped by orthography and by formal study, yielding a complex interaction between concrete vs. abstract bases of Hebrew linguistic competence. Further research is needed to examine when and how the peculiarly Semitic constructs of consonantal root plus morphological pattern are acquired.

scholarly journals Bilingualism

2003 ◽  
Vol 36 (4) ◽  
pp. 278-280
Keyword(s):  
New York ◽  
Emergent Literacy ◽  
Phonological Processing ◽  
Second Language Learners ◽  
Language Change ◽  
Literacy Practices ◽  
Child Language ◽  
Language Teaching ◽  
Human Communication ◽  
University Of Iowa

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