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Related Concept Videos

Framing Effects03:26

Framing Effects

Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in different ways based on the...
Language01:16

Language

Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
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Components of Language01:24

Components of Language

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Language Development01:22

Language Development

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Language and Cognition01:27

Language and Cognition

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Relationship with Parents: Attachment

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Related Experiment Video

Updated: Jun 11, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Argument structure and the child's contribution to language learning.

Jeffrey Lidz1, Lila R Gleitman

  • 1Northwestern University, Department of Linguistics, 2016 Sheridan Rd., Evanston, IL 60208, USA. jlidz@northwestern.edu <jlidz@northwestern.edu>

Trends in Cognitive Sciences
|March 31, 2004
PubMed
Summary
This summary is machine-generated.

Children may not learn language solely through general learning mechanisms. Instead, domain-specific grammatical knowledge appears crucial for guiding children

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Debate on language acquisition: general-purpose learning vs. domain-specific mechanisms.
  • Statistical learning advances support general-purpose learning theories.

Purpose of the Study:

  • Investigate the role of internal preconceptions versus input cues in children's verb learning.
  • Determine if domain-specific grammatical knowledge influences language development.

Main Methods:

  • Analysis of children's verb learning processes.
  • Comparison of reliance on internal linguistic structures versus external input cues.

Main Results:

  • Children prioritize internally generated linguistic preconceptions over robust input cues during verb learning.
  • Evidence suggests domain-specific knowledge guides this aspect of language acquisition.

Conclusions:

  • Children's verb learning is significantly influenced by innate, domain-specific grammatical knowledge.
  • This challenges purely general-purpose learning models for language acquisition.