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By Thomas Herbst

This quantity, which has textbook personality, is meant to supply an in-depth creation to diverse theoretical and methodological learn frameworks interested by the function of item-specific grammatical and lexical behaviour.

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Around 8–9 months, there is a crucial development in social cognition: infants start to show clear evidence of intention understanding. Thus they follow people’s points with gaze checking, they start to point declaratively themselves and to imitate with reference to the inferred intentions of others – all of this indicating awareness of other minds (Tomasello et al. 2005). Once this development is underway, children can begin to map what they are hearing to the meaning they infer that it conveys and then attempt to reproduce this when they themselves are trying to communicate.

Here’s a tiger that’s gonna scare him, This is the horse sleeping in a cradle [Diessel and Tomasello 2005]). Similar results were obtained for a child learning German, whose earliest utterances with relative clauses were monopropositional, topicalisation constructions with an isolated head noun and relative clause (Brandt, Diessel, and Tomasello 2008). g. an object relative The chicken that the pig pushed jumped over the sheep [see Corrêa 1995]). g. g. Friedmann and Novogrodsky 2004, Goodluck, Guilfoyle, and Harrington 2006).

In the Dittmar et al. (2008) study we arrived at very different frequency measures when we counted at the level of abstract case-marking on NP arguments than when we counted at the level of particular case-marked pronouns. Even for English, a language that lacks case-marking except on pronouns, Ibbotson et al. g. She is being tammed by him). With development, item-specific cues become integrated into more abstract categories while, at the same time, these more abstract categories become independently weighted.

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