Foreword by Norbert Hornstein Preface Part I 1 Mind and Body 2 Structures, Capacities, and Conventions 3 Knowledge of Grammar 4 Some Elements of Grammar Part II 5 On the Biological Basis of Language Capacities 6 Language and Unconscious Knowledge Notes Index

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/BB96E4E09C461EFC230F72A9D7BDF603/S0140525X00001515a.pdf/div-class-title-rules-and-representations-div.pdf

Rules and Representations

Rules and Representations.

https://www.tc.columbia.edu/faculty/bt2158/faculty-profile/files/uralanddevelopmentaltrendsingraphicproductions.pdf

Cross-cultural and developmental trends in graphic productions ☆

The acquisition of connective forms and the meaning relations between connected clauses in the development of complex sentences is described for four children from two to three years of age. The major results of the study include the developmental interactions between syntactic connectives and meaning relations, and between these interactions and the discourse environments in which they occurred. The first syntactic connective the children learned, and, was the most general: semantically, and was used to encode conjunction with all of the different conjunction meaning relations in the order Additive < Temporal < Causal < Adversative. Other connectives were semantically more specific, and were learned subsequently with different syntactic structures in the order Conjunction < Complementation < Relativization. These results are discussed in terms of FORM, relative linguistic complexity; CONTENT, the intersection of form with conceptual and semantic factors affecting acquisition; and USE, discourse cohesion.

/pdf/complex-sentences-acquisition-of-syntactic-connectives-and-53dv80h3lm.pdf

Complex sentences: acquisition of syntactic connectives and the semantic relations they encode

Time, tense and aspect

The results of research with 4- to 6-year-old, Spanish-speaking children, aimed at investigating the meaning they attach to the segmentation of a written sentence, are classified in six development...

What is Written in a Written Sentence? A Developmental Answer1:

Bref expose d'une approche piagedenne a l'etude de l'acquisition du langage. Certains principes de base de la psychologie genetique qui s'appliquent egalement a ce domaine sont rappeles. La methode d'interrogadon qui en decoule est presentee ainsi que les raisons qui ont amene les auteurs a envisager l'etude de l'acquisition de certaines structurations linguistiques a travers des epreuves de comprehension, de production et de repetition. La technique a pour but de saisir les changements qualitatifs dans les reponses des enfants (de 4 a 9 ans), dont on conna[icaron]t le niveau de developpement cognitif, determine par des epreuves propres a la psychologie genetique. A titre d'exemple une recherche recente est brievement discutee. Elle porte sur la comprehension, la production et la repetition de phrases qui expriment une relation d'ordre temporel entre deux evenements. L'accent est mis sur les resultats obtenus dans les epreuves de production qui sont les plus revelateurs du mode d'elaboration de c...

Emilia Ferreiro

Papers

What is Written in a Written Sentence? A Developmental Answer1:

Temporal Relationships in Language