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Grammar and the lexicon: developmental ordering in language acquisition.
James A Dixon1, Virginia A Marchman
1Department of Psychology, 406 Babbidge Road, University of Connecticut, U-1020, Storrs, CT 06269-1020, USA. james.dixon@uconn.edu
Child Development
|March 3, 2007
Summary
Language acquisition research suggests a unified system for language development. This study found that children develop their lexicon and grammar at the same time, challenging previous theories of sequential development.
Area of Science:
- Psycholinguistics
- Developmental Psychology
- Computational Linguistics
Background:
- Current theories propose language acquisition involves a unified system with shared resources.
- Developmental relations within this system are crucial for understanding language acquisition.
- Previous research suggested a sequential development, with lexicon preceding grammar.
Purpose of the Study:
- To test the hypothesis that lexical development precedes grammatical development.
- To introduce and demonstrate the nonlinear-mapping approach for analyzing developmental ordering.
- To show the applicability of this method to complex developmental systems like language.
Main Methods:
- Analysis of language development in children aged 16-30 months.
- Application of the nonlinear-mapping approach to assess developmental synchrony.
- Testing of developmental ordering hypotheses using computational methods.
Main Results:
- Lexicon and grammar were found to develop synchronously in young children.
- The developmental ordering hypothesis (lexicon before grammar) was not supported.
- The nonlinear-mapping approach proved effective for analyzing developmental systems.
Conclusions:
- Language acquisition involves synchronous development of lexicon and grammar, not a strict sequential order.
- The nonlinear-mapping approach offers a robust method for studying developmental synchrony in language.
- Findings support a unified system model of language acquisition, emphasizing interconnected development.
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