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The Social Origins of Language

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Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Academic Paper


Title: Phonotactics and morphophonology in early child language: Evidence from Dutch
Author: Tania S. Zamuner
Email: click here to access email
Homepage: http://www.psych.ubc.ca/~tzamuner/
Institution: University of British Columbia
Author: Annemarie Kerkhoff
Email: click here to access email
Homepage: http://www.let.uu.nl/~Annemarie.Kerkhoff/personal/
Institution: Utrecht Institute of Linguistics OTS
Author: Paula Fikkert
Email: click here to access email
Institution: Radboud Universiteit Nijmegen
Linguistic Field: Language Acquisition; Psycholinguistics
Subject Language: Dutch
Abstract: This research investigates children's knowledge of how surface pronunciations of lexical items vary according to their phonological and morphological context. Dutch-learning children aged 2.5 and 3.5 years were tested on voicing neutralization and morphophonological alternations. For instance, voicing does not alternate between the pair [pɛt]~[pɛtən] (cap~caps) but does in [bɛt]~[bɛdən] (bed~beds). Data from the first experiment showed that children at a younger age were less accurate at imitating words with /d/ than /t/, regardless of morphological context. In a second study, children between 2 and 4 years were asked to produce singulars from novel plurals (e.g., [kɛtən]~[kɛt] and [kɛdən]~[kɛt]). Results indicated that children's performance was better in contexts that did not require surface variation. Dutch-learning children are not able to robustly generalize their knowledge of phonotactics and morphophonological alternations. Rather, it appears that their knowledge is more concrete, in line with recent usage-based theories of acquisition.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 33, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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