The principle of contrast: A constraint on language acquisition.

  title={The principle of contrast: A constraint on language acquisition.},
  author={Eve V. Clark},
When push comes to shove: a computational model of the role of motor control in the acquisition of action verbs
This dissertation explores the hypothesis that to explain the acquisition and use of action verbs, motor control must be taken into account and presents a model of embodied semantics based on the principles of neural computation in general and on the human motor system in particular.
On adaptive acquisition of language
A system that automatically acquires a language model for a particular task from semantic-level information is described. This is in contrast to systems with predefined vocabulary and syntax. The
Catapults and pendulums: the mechanics of language acquisition
To avoid a pendulum problem, perpetually swinging between competing over generalizations and never settling on a rule of the right size, a domain condition is proposed, like the principles used in catapults, which is part of the grammar: the domains into which the grammar is divided provide lines inside which generalizations may fall.
A path from broader to narrower grammars : the acquisition of argument structure in English and Hungarian
The detailed analysis of spontaneous speech samples of two -year -old children reveals that the omission of subjects, objects and prepositions at the socalled telegraphic stage of English child language cannot be explained either by limitations in processing capacity or by postulating an incomplete Universal Grammar.
Learnability Theory and the Acquisition of Syntax
A distinction is explored between two theories of language acquisition, one which is based on universal grammar {UG), and one which are based on learnability theory {LT), which has been widely examined in both first and second language acquisition.
Variation motivated by analogy with fixed chunks
Another factor responsible for the overlap is presented, which may keep the specialization from ever being concluded, and involves specific uses of a construction chunked into formulaic phrases which are used reversively against the specifications of the construction they are based on.
The nature of the semantic stimulus: the acquisition of every as a case study
It is argued that at least some overly specific hypotheses about the meaning of every are compatible with the child's input, suggesting either that those hypotheses are not made available by UG or that non-trivial inductive biases are involved in children’s acquisition of every.
The structure of the German vocabulary: edge marking of categories and functional considerations
That phonology can signal the boundaries of constituents has been well known since Trubetzkoy identified the delimitative function of phonology. In this paper, it is argued that such edge marking may


On the acquisition of front, back, and side
KUczAJ, STAN A., II, and MARATSOS, MICHAEL P. On the Acquisition of Front, Back, and Side. CHILD DEVELOPMENT, 1975, 46, 202-210. Using a variety of tasks to assess children's understanding of front,
Evidence for the psychological reality of semantic components: The verbs of possession
This chapter is concerned with the way verbs are stored and processed and with issues of processing and with experimental tests of the theory.
Strategies in the acquisition of deixis
ABSTRACT Although deictic terms are among the earliest words children acquire, the proximal/non-proximal contrast (the true deictic contrast) between here and there, and between this and that, takes
Error assimilation as a mechanism in language learning
The hypothesis that many of the grammatical errors that occur during the course of language development can serve as ‘auto-input’ leading directly to the acquisition of new expressive forms is tested.
Is Second Language Learning Like the First
A considerable array of evidence has been collected about the order and process of mother tongue acquisition. This study compares these findings to second language acquisition (learning of French by
Names for Things: A Study in Human Learning
Four chapters in the book's first section, Matters Mainly Psychological, describe empirical observations that explore how a child copes with the fact that many different name-like words can be
The Acquisition Of Morphophonology
MACWHINNEY, BRIAN. The Acquisition of Morphophonology. Monographs of the Societyfor Research in Child Development, 1978, 43(1-2, Serial No. 174). A model is presented which details the ways in which