By William Labov, Teresa Labov (auth.), Robin N. Campbell, Philip T. Smith (eds.)

The Stirling Psychology of Language convention was once held within the college of Stirling, 21-26 June 1976. 250 humans attended the convention and 70 papers have been offered. the 2 volumes of professional­ ceedings current a variety of papers from the convention replicate­ ing so far as attainable the diversity of subject matters that have been mentioned. quantity 1 is anxious solely with language acquisition. in recent times the 'centre of gravity' of acquisition examine has shifted from syntactic and phonological description to the amor­ phous domain names of semantics and pragmatics. This shift is mirrored within the huge sections (II and III) dedicated to those features of language improvement. additionally the amount comprises 3 smaller sections facing basic difficulties of acquisition thought, syntax and the improvement of comprehension, and utilized developmental psycholinguistics. quantity 2 features a great portion of papers which pressure the formal elements of psycholinguistics: those comprise papers within which synthetic intelligence figures prominently, papers which practice re­ cent advancements in syntax and semantics to psycholinguistic prob­ lems, and papers which are extensively serious of the use psychologists have made up of linguistic theories. quantity 2 additionally includes a part facing the experimental examine of sentence comprehension and construction, and there's a ultimate part involved in phonology and its development.

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Footnotes 1. 2. A shorter version of this paper was given by W. Labov at the Psychology o~ Language Conference, University of Stirling, Scotland, on 26th June 1976, as "Recent modifications of linguistic theory applied to the study of language acquisition". It was submitted to the conference as a joint report by W. and T. Labov, and is here presented in its full form by the two authors. , Bloom 1971; Shatz and neIman, 1973). But to this point there has been little contact between variation theory and acquisition of early syntactic rules, since the indirect contribution of LEARNING THE SYNTAX OF QUESTIONS 3.

T. watering flowers) (61) Why over our picnic, why? (T. has said picnic is over) Why pieces stops? (T. has stopped putting pieces (6~) in a stack) (63) Why move fence back? (T. and J. moving fence back to protect a seeded area) (64) Why you pick macaroni? (T. says macaroni is ready) 30 (65) (66) W. LABOV AND T. LABOV Why you drink milk? (T. drinking milk; she says she likes it) Why that bowl? : Why? : Why what? : Why move fence back? Rule (S4) is different from (Sl-3) in one important respect: it indicates that why is not integrated into the structure of the sentences that it questions.

Vols. I and II. New vork: Columbia University. w. LABOV AND T. , and Labov, T. (1974). The p;rammar of' cat and mama. Paoer given before the Lin~uistic ~OCIety of' AmerIca, New York City, December 1974. Lakoff, G. (1970). Global rules. 7-639. Ravem, R. (1974). The learninp; of questions. C. ) Error Analysis: Perspectives on Second Lan~ua~e Acquisition. London~ Lonp;mans. , and Gelman, R. (1973). The development of communication skills: modifications in the speech of young children as a function of listener.

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