
Contents
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Key Points Key Points
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Introduction: Theoretical Positions Introduction: Theoretical Positions
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First Sentences First Sentences
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How Abstract Are the Structures? How Abstract Are the Structures?
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Parameter Setting: The Case of Pro-Drop Parameter Setting: The Case of Pro-Drop
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Morphosyntax Morphosyntax
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Comprehension Comprehension
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Production Production
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Comprehension Versus Production Comprehension Versus Production
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The “Optional Infinitive” Hypothesis The “Optional Infinitive” Hypothesis
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Acquisition of Morphosyntax in Xhosa Acquisition of Morphosyntax in Xhosa
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Sentence Varieties Sentence Varieties
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Yes/No Questions Yes/No Questions
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Wh-questions Wh-questions
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Tag Questions Tag Questions
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Passives Passives
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Complex Sentences Complex Sentences
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Complex wh-questions Complex wh-questions
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Syntax and Cognition Syntax and Cognition
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Learning Syntax Learning Syntax
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Conclusion and Future Directions Conclusion and Future Directions
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Questions for Future Research Questions for Future Research
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References References
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32 Syntax Acquisition
Get accessJill de Villiers, Department of Psychology, Clark Science Center, Smith College
Peter de Villiers, Department of Psychology, Clark Science Center, Smith College
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Published:16 December 2013
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Abstract
The fundamental questions to be asked about syntax acquisition concern whether the child’s knowledge is abstract and principled in nature, or piecemeal and highly input- and frequency-dependent. Generative linguists following Chomsky argue that universal grammar dictates development from the start, and propose that grammar development is limited by twin considerations of modularity and continuity. A brief review is provided of the arguments and empirical evidence about these matters at various key points in the course of development: the first two-word sentences, the acquisition of inflectional morphology, movement rules, and complex sentences. The role of developing syntax in cognitive development is highlighted to uncover what advantages grammar might convey. Models of learning are introduced, comparing the concepts that learning is statistical versus algebraic, and connectionist models to the ideas of natural selection among multiple grammars.
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