By David Ingram

A heavily analyzed exposition of the way young children gather language that explores the receptive and efficient talents of youngsters in all center components of language--phonology, morphology, syntax and semantics. Readers will collect the basic wisdom and talent not just to interpret basic literature yet to technique their very own learn with sophistication. whereas the descriptive evidence which are presently on hand on first language acquisition are relevant to the publication, its emphasis on technique and rationalization distinguishes this article from others. many of the ways that learn is performed is mentioned intimately, in addition to the strengths and weaknesses of alternative techniques, resulting in new views on key theoretical matters.

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This can be captured by adding an acceleration requirement. e. a steady rate of use (possibly final acquisition) afterwards. A linguistic example is the way children acquire words in production. 4 Graphic representations of four definitions of stage over one behavior, where the vertical axis measures rate and the horizontal axis measures time. Arrows indicate the stages. spurt in the size of the child’s vocabulary. We could refer to this spurt as a stage of acquisition. 1-4 show each of these possible uses of ‘stage’ in terms of how they would appear upon.

30 THE HISTORY OF CHILD LANGUAGE STUDIES Further reading Bibliographies The first bibliography on language acquisition was that of Wilson (1898) which covers much of the period of diary studies. The next is that of Leopold (1952). This is a very useful reference source which gives brief descriptions of many of the studies. For example, on Taine (1877), he states (p. 94): ‘The famous philosopher’s observations of his two children . . originality of the child emphasized too much . ’; and on Chamberlain & Chamberlain (1904, 1905, 1909): ‘interesting case study of daughter to 3;11, mostly third year.

The names of things. Later, in the action stage, terms for actions enter the vocabulary and grow. These are a new behavior that co-occur with the nominals. Unfortunately, Stern does not give us much information on how the stages progress, or what principle or principles determine them. Nor does he tell us how to classify words into these categories - a potential problem, given the holistic meaning of the child’s utterances. The above developments all refer to vocabulary. A second major characteristic of the second period is the onset of multiword utterances.

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