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In the present study, children's early ability to organise words into sentences was investigated using the Weird Word Order procedure with Spanish-speaking children. Spanish is a language that allows for more flexibility in the positions of subjects and objects, with respect to verbs, than other previously studied languages (English, French, and Japanese). As in prior studies (Abbot-Smith et al., 2001; Chang et al., 2009; Franck et al., 2011; Matthews et al., 2005, 2007), we manipulated the relative frequency of verbs in training sessions with two age groups (three- and four-year-old children). Results supported earlier findings with regard to frequency: children produced atypical word orders significantly more often with infrequent verbs than with frequent verbs. The findings from the present study support probabilistic learning models which allow higher levels of flexibility and, in turn, oppose hypotheses that defend early access to advanced grammatical knowledge.
This article was published in the following journal.
Name: Journal of child language
Purpose We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Me...
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The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences.
Learning in which the subject must respond with one word or syllable when presented with another word or syllable.
Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
Use of word stimulus to strengthen a response during learning.
Learning to make a series of responses in exact order.
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