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The Social Origins of Language

By Daniel Dor

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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Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism
Author: Edith L. Bavin
Institution: La Trobe University
Author: Letitia R. Naigles
Institution: University of Connecticut
Author: K. Frame
Institution: Institute of Education, University of London
Author: K. Hudry
Institution: La Trobe University
Author: S. Chandler
Institution: Institute of Education, University of London
Author: M. H. Johnson
Institution: University of London
Author: T. Charman
Institution: Institute of Education, University of London
Linguistic Field: Language Acquisition
Abstract: Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, ), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child's object choice (Horst & Samuelson, ). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 40, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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