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Structural complexity and the time course of grammatical development

R Frank1

  • 1Department of Cognitive Science, John Hopkins University, Baltimore, MD 21218, USA. rfrank@cogsci.jhu.edu

Cognition
|August 5, 1998
PubMed
Summary
This summary is machine-generated.

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Children

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Cognitive Science

Background:

  • Traditional views attribute child language acquisition difficulties to general cognitive limits.
  • Recent research highlights language-specific developmental stages in children.
  • Current linguistic theories offer limited explanations for learning challenges and developmental stages.

Purpose of the Study:

  • To reconcile general cognitive limitations with language-specific developmental stages in child language acquisition.
  • To propose a novel explanation for syntactic development difficulties based on linguistic theory.
  • To investigate the role of processing load and representational complexity in language learning.

Main Methods:

  • Analysis of syntactic constructions in child language acquisition.

Related Experiment Videos

  • Application of Tree Adjoining Grammar (TAG) framework.
  • Examination of specific linguistic phenomena: relative clauses, modification, control, raising, wh-questions, and inflection.

    • Main Results:

    • Children's syntactic difficulties are linked to processing load and representational complexity.
    • Specific challenges in acquiring various constructions are traceable to the TAG operation of adjoining.
    • A unified explanation is provided for a range of syntactic acquisition difficulties.

    Conclusions:

    • Language-specific learning difficulties can arise from general processing limitations within a formal grammar framework.
    • Tree Adjoining Grammar (TAG) offers a valuable perspective on the complexity underlying syntactic development.
    • The complexity of formal grammatical devices, specifically adjoining in TAG, explains the time course of syntactic development.