Language Learnability and Language Development, With New Commentary by the Author

2009 ◽  
Author(s):  
Steven Pinker
Keyword(s):  
Language Development ◽  
Language Learnability

Language Learnability and Language Development

Language ◽  
1985 ◽  
Vol 61 (4) ◽  
pp. 903
Author(s):  
Clifton Pye ◽  
Steven Pinker
Keyword(s):  
Language Development ◽  
Language Learnability

Language Learnability and Language Development

1986 ◽  
Vol 70 (2) ◽  
pp. 176
Author(s):  
Ellen Bialystok ◽  
Steven Pinker
Keyword(s):  
Language Development ◽  
Language Learnability

Language learnability and specific language impairment in children

1989 ◽  
Vol 10 (2) ◽  
pp. 179-202 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Stages ◽  
Specific Language ◽  
Language Impaired ◽  
Language Functioning ◽  
Normal Language ◽  
Impaired Children ◽  
Language Learnability

ABSTRACTTheories of language learnability have focused on “normal” language development, but there is a group of children, termed “specifically language-impaired,” for whom these theories are also appropriate. These children present an interesting learnability problem because they develop language slowly, the intermediate points in their development differ in certain respects from the usual developmental stages, and they do not always achieve the adult level of language functioning. In this article, specifically language-impaired children are treated as normal learners dealing with an input that is distorted in principled ways. When the children are viewed from this perspective, Pinker's (1984) theory can account for many of the features of their language.

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

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