Competence and performance in child language: are children really competent to judge?

1974 ◽  
Vol 1 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Jill G. De Villiers ◽  
Peter A. De Villiers
Keyword(s):  
Tacit Knowledge ◽  
Word Order ◽  
General Model ◽  
Child Language ◽  
Early Child ◽  
Child Speech ◽  
And Performance ◽  
Order Rule

ABSTRACTThe notion of competence as it applies to child language is critically assessed in the light of evidence collected from a number of linguistic performances which share the same word-order rule. These performances – production, comprehension, judgment and correction – parallel Moravcsik's (1969) formulation of Chomsky's criteria for tacit knowledge of a rule, i.e. competence. It was found that these criteria are not all satisfied until the child is four or five years old, as the performances appear at very different points in time. Alternative criteria for tacit knowledge are suggested, with specific models of each performance replacing a general model of competence for early child speech.

scholarly journals ДИСТРИБУЦИЈА ЗНАЧЕЊА КВАНТИФИКАТОРА НЕКИ У СРПСКОМ ЈЕЗИКУ: КОРПУСНА АНАЛИЗА

TEME ◽  
2018 ◽  
pp. 839
Author(s):  
Мирјана Мирић
Keyword(s):  
Child Language ◽  
Contextual Factors ◽  
Low Frequency ◽  
Written Language ◽  
Scalar Implicatures ◽  
Early Child ◽  
Different Types ◽  
High Dominance ◽  
Child Speech ◽  
Developmental Asymmetry

The paper analyzes the distribution of meanings of the quantifier neki 'some' in over 1500 utterances excerpted from the Serbian electronic corpus of early child language and the Corpus of contemporary Serbian language. The aim is to test the implicit Frequency Assumption of lexicalist approaches to scalar implicatures (SI), claiming that the use of the quantifier some often triggers SI: some = some, but not all. The analysis of proportions of meanings shows high dominance of different types of non-scalar meanings (existential, quantitative, spesumptive, exclamative). In child speech there are no instances of scalar meaning, whereas in the child directed speech they are extremely rare, which overall suggests that one of the possible reasons for the developmental asymmetry might be the low frequency of scalar meaning in the language input. In the written language of adults, a higher percentage of utterances bearing the potential to derive SIs is registered; however, scalar interpretation is strengthened by contextual factors.

Father–child activities and paternal attitudes in early child language development: the STEPS study

2018 ◽  
Vol 190 (13) ◽  
pp. 2078-2092
Author(s):  
Viivi Lankinen ◽  
Marko Lähteenmäki ◽  
Anne Kaljonen ◽  
Pirjo Korpilahti
Keyword(s):  
Language Development ◽  
Child Language ◽  
Early Child

Product Variability Risks and Robust Design

1994 ◽  
Vol 208 (1) ◽  
pp. 9-19 ◽  
Author(s):  
K G Swift ◽  
A J Allen
Keyword(s):  
Quality Control ◽  
Robust Design ◽  
General Model ◽  
Best Practice ◽  
Quality Evaluation ◽  
Evaluation Methodology ◽  
Design For Manufacture ◽  
And Performance ◽  
Competitive Products

The design of a product largely predetermines its cost and quality, and there are therefore limits to the benefits that can be obtained by the application of best practice in manufacturing and quality control. The paper introduces a general model of design for quality and describes a systematic quality evaluation methodology to aid the development of quality competitive products. The application and performance of the methodology are described and its integration with techniques in design for manufacture and assembly is discussed.

Root infinitives in Dutch early child language: an effect of input?

2001 ◽  
Vol 28 (03) ◽  
Author(s):  
FRANK WIJNEN ◽  
MASJA KEMPEN ◽  
STEVEN GILLIS
Keyword(s):  
Child Language ◽  
Early Child

Whole-word phonology

2019 ◽  
pp. 37-61
Author(s):  
Marilyn May Vihman
Keyword(s):  
Template Matching ◽  
Child Language ◽  
Stage Model ◽  
Historical Overview ◽  
Dynamic Systems Theory ◽  
Two Stage ◽  
Lexical Development ◽  
Early Child ◽  
Exemplar Theory ◽  
Whole Word

This chapter provides a historical overview of the ideas underlying ‘whole-word phonology’, from the 1970s to the present. The importance of a prosodic (syntagmatic) analysis is grounded in the ideas of Firth, as adapted to early child language (Waterson, 1971). Other studies have proposed ways in which ideas based on analyses of early child data, such as lexical primacy (Ferguson & Farwell, 1975) or Radical Templatic Phonology (Vihman & Croft, 2007), are relevant for adult as well as child language. Key ideas included in the overview are developmental reorganization (Macken, 1979), template matching and the two-stage model (Menn, 1983), and exemplar theory and usage-based models (Menn et al., 2013). The principles of Dynamic Systems Theory (Thelen & Smith, 1994) are related to early phonological and lexical development.

Language Mixing in a French-Dutch Bilingual Child

1996 ◽  
Vol 55 ◽  
pp. 89-101 ◽  
Author(s):  
Aafke Hulk ◽  
Elisabeth van der Linden
Keyword(s):  
Word Order ◽  
Essential Role ◽  
The Other ◽  
Parameter Setting ◽  
Central Question ◽  
Combined System ◽  
Bilingual Child ◽  
Early Child ◽  
Functional Projection ◽  
Small Clauses

Child bilingualism has been a domain of growing interest in the last few years. A central question in research concerns the differentiation of the two languages in the developmen-tal process: do children develop two separate language systems from the very beginning or do they start with a combined system? In this discussion, aspects of word order play an essential role. Radford (1986) has compared early child utterances with so called "small clauses". In small clauses, word order would be relatively free due to the fact that children have not yet acquired the concept of case marking which puts constraints on word order. In this assumption, word order would not be expected to be differen-tiated in the first stages of the two languages of the bilingual child. Others however (Meisel, 1989, Frijn & de Haan 1994) have suggested that word order from the two-word stage on is almost invariably correct and in line with parameter settings in the adult language. At first sight, the utterances of the French-Dutch bilingual child that we study do not support one or the other of these two views unambiguously. Despite the fact that French is a head initial, SVO language and that the majority of the utterances of the child are in accordance with this parameter setting, utterances with SOV order and other Dutch-like word orders do appear in her French with a certain frequency. In our discussion we will show that, while the early (S)OV patterns can probably be explained by the absence of a fully fledged functional projection IP in the child's grammar, this cannot account for these patterns in later phases. The persistent presence of OV patterns in the French utterances - that are (although very rarely) encountered in French monolingual children as well - seems to be caused, then, by the continuing Dutch input that may very well be the factor that "pushes up" the production of [XP V] patterns in the child's French.

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