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The current experiments address several concerns, both empirical and theoretical in nature, that have surfaced within the verb learning literature. They begin to reconcile what, until now, has been a large and largely unexplained gap between infants' well-documented ability to acquire verbs in the natural course of their lives and their rather surprising(More)
Evidence of children's sensitivity to statistical features of their input in language acquisition is often used to argue against learning mechanisms driven by innate knowledge. At the same time, evidence of children acquiring knowledge that is richer than the input supports arguments in favor of such mechanisms. This tension can be resolved by separating(More)
A central question in the study of language acquisition is how children develop a grammar consisting of abstract syntactic representations and computations. Especially problematic are grammatical operations not apparent in the surface form of children's input, like reconstruction, the mechanism by which a syntactically moved constituent is interpreted in(More)