1463:), theory-internal considerations define the specifier position of an internal-merge projection (phases vP and CP) as the only type of host which could serve as potential landing-sites for move-based elements displaced from lower down within the base-generated VP structure—e.g. A-movement such as passives (]), or raising ]). As a consequence, any strong version of a structure building model of child language which calls for an exclusive "external-merge/argument structure stage" prior to an "internal-merge/scope-discourse related stage" would claim that young children's stage-1 utterances lack the ability to generate and host elements derived via movement operations. In terms of a merge-based theory of language acquisition, complements and specifiers are simply notations for first-merge (= "complement-of" ), and later second-merge (= "specifier-of" , with merge always forming to a head. First-merge establishes only a set {a, b} and is not an ordered pair—e.g., an {N, N}-compound of 'boat-house' would allow the ambiguous readings of either 'a kind of house' and/or 'a kind of boat'. It is only with second-merge that order is derived out of a set {a {a, b}} which yields the recursive properties of syntax—e.g., a 'house-boat' {house {house, boat}} now reads unambiguously only as a 'kind of boat'. It is this property of recursion that allows for projection and labeling of a phrase to take place; in this case, that the Noun 'boat' is the Head of the compound, and 'house' acting as a kind of specifier/modifier. External-merge (first-merge) establishes substantive 'base structure' inherent to the VP, yielding theta/argument structure, and may go beyond the lexical-category VP to involve the functional-category light verb vP. Internal-merge (second-merge) establishes more formal aspects related to edge-properties of scope and discourse-related material pegged to CP. In a Phase-based theory, this twin vP/CP distinction follows the "duality of semantics" discussed within the Minimalist Program, and is further developed into a dual distinction regarding a probe-goal relation. As a consequence, at the "external/first-merge-only" stage, young children would show an inability to interpret readings from a given ordered pair, since they would only have access to the mental parsing of a non-recursive set. (See Roeper for a full discussion of recursion in child language acquisition). In addition to word-order violations, other more ubiquitous results of a first-merge stage would show that children's initial utterances lack the recursive properties of inflectional morphology, yielding a strict Non-inflectional stage-1, consistent with an incremental Structure-building model of child language.
1643:" of language acquisition in which human infants have the ability to learn any language. Several researchers have found that from birth until the age of six months, infants can discriminate the phonetic contrasts of all languages. Researchers believe that this gives infants the ability to acquire the language spoken around them. After this age, the child is able to perceive only the phonemes specific to the language being learned. The reduced phonemic sensitivity enables children to build phonemic categories and recognize stress patterns and sound combinations specific to the language they are acquiring. As Wilder Penfield noted, "Before the child begins to speak and to perceive, the uncommitted cortex is a blank slate on which nothing has been written. In the ensuing years much is written, and the writing is normally never erased. After the age of ten or twelve, the general functional connections have been established and fixed for the speech cortex." According to the sensitive or critical period models, the age at which a child acquires the ability to use language is a predictor of how well he or she is ultimately able to use language. However, there may be an age at which becoming a fluent and natural user of a language is no longer possible; Penfield and Roberts (1959) cap their sensitive period at nine years old. The human brain may be automatically wired to learn languages, but this ability does not last into adulthood in the same way that it exists during childhood. By around age 12, language acquisition has typically been solidified, and it becomes more difficult to learn a language in the same way a native speaker would. Just like children who speak, deaf children go through a critical period for learning language. Deaf children who acquire their first language later in life show lower performance in complex aspects of grammar. At that point, it is usually a second language that a person is trying to acquire and not a first.
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discrimination of prosodic elements. Although this would hold merit in an evolutionary psychology perspective (i.e. recognition of mother's voice/familiar group language from emotionally valent stimuli), some theorists argue that there is more than prosodic recognition in elements of fetal learning. Newer evidence shows that fetuses not only react to the native language differently from non-native languages, but that fetuses react differently and can accurately discriminate between native and non-native vowel sounds (Moon, Lagercrantz, & Kuhl, 2013). Furthermore, a 2016 study showed that newborn infants encode the edges of multisyllabic sequences better than the internal components of the sequence (Ferry et al., 2016). Together, these results suggest that newborn infants have learned important properties of syntactic processing in utero, as demonstrated by infant knowledge of native language vowels and the sequencing of heard multisyllabic phrases. This ability to sequence specific vowels gives newborn infants some of the fundamental mechanisms needed in order to learn the complex organization of a language. From a neuroscientific perspective, neural correlates have been found that demonstrate human fetal learning of speech-like auditory stimuli that most other studies have been analyzing (Partanen et al., 2013). In a study conducted by
Partanen et al. (2013), researchers presented fetuses with certain word variants and observed that these fetuses exhibited higher brain activity in response to certain word variants as compared to controls. In this same study, "a significant correlation existed between the amount of prenatal exposure and brain activity, with greater activity being associated with a higher amount of prenatal speech exposure," pointing to the important learning mechanisms present before birth that are fine-tuned to features in speech (Partanen et al., 2013).
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using an irregular form of a word correctly, making errors later on, and eventually returning to the proper use of the word. For example, a child may correctly learn the word "gave" (past tense of "give"), and later on use the word "gived". Eventually, the child will typically go back to using the correct word, "gave". Chomsky claimed the pattern is difficult to attribute to
Skinner's idea of operant conditioning as the primary way that children acquire language. Chomsky argued that if language were solely acquired through behavioral conditioning, children would not likely learn the proper use of a word and suddenly use the word incorrectly. Chomsky believed that Skinner failed to account for the central role of syntactic knowledge in language competence. Chomsky also rejected the term "learning", which Skinner used to claim that children "learn" language through operant conditioning. Instead, Chomsky argued for a mathematical approach to language acquisition, based on a study of
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1671:, infants underwent discrimination tests, and it was shown that infants as young as 4 days old could discriminate utterances in their native language from those in an unfamiliar language, but could not discriminate between two languages when neither was native to them. These results suggest that there are mechanisms for fetal auditory learning, and other researchers have found further behavioral evidence to support this notion. Fetus auditory learning through environmental habituation has been seen in a variety of different modes, such as fetus learning of familiar melodies (Hepper, 1988), story fragments (DeCasper & Spence, 1986), recognition of mother's voice (Kisilevsky, 2003), and other studies showing evidence of fetal adaptation to native linguistic environments (Moon, Cooper & Fifer, 1993).
1086:, who was reportedly able to acquire American Sign Language. However, upon further inspection, Terrace concluded that both experiments were failures. While Nim was able to acquire signs, he never acquired a knowledge of grammar, and was unable to combine signs in a meaningful way. Researchers noticed that "signs that seemed spontaneous were, in fact, cued by teachers", and not actually productive. When Terrace reviewed Project Washoe, he found similar results. He postulated that there is a fundamental difference between animals and humans in their motivation to learn language; animals, such as in Nim's case, are motivated only by physical reward, while humans learn language in order to "create a new type of communication".
1702:. Children with reduced ability to repeat non-words (a marker of speech repetition abilities) show a slower rate of vocabulary expansion than children with normal ability. Several computational models of vocabulary acquisition have been proposed. Various studies have shown that the size of a child's vocabulary by the age of 24 months correlates with the child's future development and language skills. A lack of language richness by this age has detrimental and long-term effects on the child's cognitive development, which is why it is so important for parents to engage their infants in language. If a child knows fifty or fewer words by the age of 24 months, he or she is classified as a
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people to acquire some sense of hearing. There are interior and exposed exterior components that are surgically implanted. Those who receive cochlear implants earlier on in life show more improvement on speech comprehension and language. Spoken language development does vary widely for those with cochlear implants though due to a number of different factors including: age at implantation, frequency, quality and type of speech training. Some evidence suggests that speech processing occurs at a more rapid pace in some prelingually deaf children with cochlear implants than those with traditional hearing aids. However, cochlear implants may not always work.
1143:" debate. Of course, most scholars acknowledge that certain aspects of language acquisition must result from the specific ways in which the human brain is "wired" (a "nature" component, which accounts for the failure of non-human species to acquire human languages) and that certain others are shaped by the particular language environment in which a person is raised (a "nurture" component, which accounts for the fact that humans raised in different societies acquire different languages). The as-yet unresolved question is the extent to which the specific cognitive capacities in the "nature" component are also used outside of language.
1188:(LAD) is unsupported by evolutionary anthropology, which tends to show a gradual adaptation of the human brain and vocal cords to the use of language, rather than a sudden appearance of a complete set of binary parameters delineating the whole spectrum of possible grammars ever to have existed and ever to exist. On the other hand, cognitive-functional theorists use this anthropological data to show how human beings have evolved the capacity for grammar and syntax to meet our demand for linguistic symbols. (Binary parameters are common to digital computers, but may not be applicable to neurological systems such as the human brain.)
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laryngealized vowels gives rise to the question of whether children acquire laryngealized vowels as single phonemes or sequences of phonemes. The unit analysis enlarges the vowel inventory but simplifies the syllable inventory, while the sequence analysis simplifies the vowel inventory but complicates the syllable inventory. The
Otomanguean languages exhibit language-specific differences in the types and timing of the laryngeal gestures, and thus children must learn the specific laryngeal gestures that contribute to the phonological contrasts in the adult language.
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good speech and speech reception skills. Although cochlear implants produce sounds, they are unlike typical hearing and deaf and hard of hearing people must undergo intensive therapy in order to learn how to interpret these sounds. They must also learn how to speak given the range of hearing they may or may not have. However, deaf children of deaf parents tend to do better with language, even though they are isolated from sound and speech because their language uses a different mode of communication that is accessible to them: the visual modality of language.
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they are being corrected, they don't always reproduce accurate restatements. Yet, barring situations of medical abnormality or extreme privation, all children in a given speech-community converge on very much the same grammar by the age of about five years. An especially dramatic example is provided by children who, for medical reasons, are unable to produce speech and, therefore, can never be corrected for a grammatical error but nonetheless, converge on the same grammar as their typically developing peers, according to comprehension-based tests of grammar.
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they are not receiving the same auditory input as hearing children, many research findings indicate that deaf children acquire language in the same way that hearing children do and when given the proper language input, understand and express language just as well as their hearing peers. Babies who learn sign language produce signs or gestures that are more regular and more frequent than hearing babies acquiring spoken language. Just as hearing babies babble, deaf babies acquiring sign language will babble with their hands, otherwise known as
1811:. In a study conducted by Newman et al., the relationship between cognitive neuroscience and language acquisition was compared through a standardized procedure involving native speakers of English and native Spanish speakers who all had a similar length of exposure to the English language (averaging about 26 years). It was concluded that the brain does in fact process languages differently, but rather than being related to proficiency levels, language processing relates more to the function of the brain itself.
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1055:. For example, many animals are able to communicate with each other by signaling to the things around them, but this kind of communication lacks the arbitrariness of human vernaculars (in that there is nothing about the sound of the word "dog" that would hint at its meaning). Other forms of animal communication may utilize arbitrary sounds, but are unable to combine those sounds in different ways to create completely novel messages that can then be automatically understood by another.
1784:. The role of inherited intelligence increases with age, accounting for 20% of IQ variation in infants, and for 60% in adults. It affects a vast variety of language-related abilities, from spatio-motor skills to writing fluency. There have been debates in linguistics, philosophy, psychology, and genetics, with some scholars arguing that language is fully or mostly innate, but the research evidence points to genetic factors only working in interaction with environmental ones.
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operant conditioning known as derived relational responding, a learning process that, to date, appears to occur only in humans possessing a capacity for language. Empirical studies supporting the predictions of RFT suggest that children learn language through a system of inherent reinforcements, challenging the view that language acquisition is based upon innate, language-specific cognitive capacities.
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several years before moving in with their father and learning his language. Language groups have diverse beliefs about when children say their first words and what words they say. Such beliefs shape the time when parents perceive that children understand language. In many cultures, children hear more speech directed to others than to themselves, yet children acquire language in all cultures.
1201:, however, may yield different conclusions. While all theories of language acquisition posit some degree of innateness, they vary in how much value they place on this innate capacity to acquire language. Empiricism places less value on the innate knowledge, arguing instead that the input, combined with both general and language-specific learning capacities, is sufficient for acquisition.
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1402:. This is a theoretical construct denoting the set of tasks a child is capable of performing with guidance but not alone. As applied to language, it describes the set of linguistic tasks (for example, proper syntax, suitable vocabulary usage) that a child cannot carry out on its own at a given time, but can learn to carry out if assisted by an able adult.
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similar phonologies and morphologies that impact early lexical and syntactic development in similar ways. The comparative method predicts that children acquiring historically related languages will exhibit similar patterns of language development, and that these common patterns may not hold in historically unrelated languages. The acquisition of
1530:, the comparative method would first compare language acquisition within the Oto-pamean, Chinantecan, Tlapanecan, Popolocan, Zapotecan, Amuzgan and Mixtecan branches before attempting broader comparisons between the branches. The comparative method imposes an evaluation standard for assessing the languages used in language acquisition research.
1360:(RFT) (Hayes, Barnes-Holmes, Roche, 2001), provides a wholly selectionist/learning account of the origin and development of language competence and complexity. Based upon the principles of Skinnerian behaviorism, RFT posits that children acquire language purely through interacting with the environment. RFT theorists introduced the concept of
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learning, retention and recall, past experience always affects new learning, the brain's working memory has a limited capacity, lecture usually results in the lowest degree of retention, rehearsal is essential for retention, practice does not make perfect, and each brain is unique" (Sousa, 2006, p. 274). In terms of genetics, the gene
1101:, another child never introduced to society. She had been entirely isolated for the first thirteen years of her life by her father. Caretakers and researchers attempted to measure her ability to learn a language. She was able to acquire a large vocabulary, but never acquired grammatical knowledge. Researchers concluded that the theory of a
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12–17 months exceed that of a hearing child's, though it does even out when they reach the two-word stage. The use of space for absent referents and the more complex handshapes in some signs prove to be difficult for children between 5 and 9 years of age because of motor development and the complexity of remembering the spatial use.
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one in which the child is understood (for example, a child saying "up" when they want to be picked up) and rewarded with the desired response from another person, thereby reinforcing the child's understanding of the meaning of that word and making it more likely that they will use that word in a similar situation in the future. Some
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assumption" and think that a novel label refers to an entire entity rather than to one of its parts. This assumption along with other resources, such as grammar and morphological cues or lexical constraints, may help aid the child in acquiring word meaning, but conclusions based on such resources may sometimes conflict.
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would be an accessible language for them to learn to help support the use of the cochlear implant as they learn a spoken language as their L2. Without a solid, accessible first language, these children run the risk of language deprivation, especially in the case that a cochlear implant fails to work.
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to stimulate the hearing nerve directly. Cochlear
Implants are hearing devices that are placed behind the ear and contain a receiver and electrodes which are placed under the skin and inside the cochlea. Despite these developments, there is still a risk that prelingually deaf children may not develop
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Deaf children's visual-manual language acquisition not only parallel spoken language acquisition but by the age of 30 months, most deaf children that were exposed to a visual language had a more advanced grasp with subject-pronoun copy rules than hearing children. Their vocabulary bank at the ages of
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Recent evidence also suggests that motor skills and experiences may influence vocabulary acquisition during infancy. Specifically, learning to sit independently between 3 and 5 months of age has been found to predict receptive vocabulary at both 10 and 14 months of age, and independent walking skills
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Assuming that children are exposed to language during the critical period, acquiring language is almost never missed by cognitively normal children. Humans are so well-prepared to learn language that it becomes almost impossible not to. Researchers are unable to experimentally test the effects of the
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from adults when they make a grammatical error; adults generally respond and provide feedback regardless of whether a child's utterance was grammatical or not, and children have no way of discerning if a feedback response was intended to be a correction. Additionally, when children do understand that
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Unlike other approaches, it emphasizes the role of feedback and reinforcement in language acquisition. Specifically, it asserts that much of a child's linguistic growth stems from modeling of and interaction with parents and other adults, who very frequently provide instructive correction. It is thus
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in language learning, which emphasizes the importance of predicting and influencing psychological events, such as thoughts, feelings, and behaviors, by focusing on manipulable variables in their own context. RFT distinguishes itself from
Skinner's work by identifying and defining a particular type of
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models that when implemented are able to successfully learn words and syntactical conventions supports the predictions of statistical learning theories of language acquisition, as do empirical studies of children's detection of word boundaries. In a series of connectionist model simulations, Franklin
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In recent years, the debate surrounding the nativist position has centered on whether the inborn capabilities are language-specific or domain-general, such as those that enable the infant to visually make sense of the world in terms of objects and actions. The anti-nativist view has many strands, but
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the generative conception of it. Since language, as imagined by nativists, is unlearnably complex, subscribers to this theory argue that it must, therefore, be innate. Nativists hypothesize that some features of syntactic categories exist even before a child is exposed to any experience—categories on
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For many years, linguists interested in child language acquisition have questioned how language is acquired. Lidz et al. state, "The question of how these structures are acquired, then, is more properly understood as the question of how a learner takes the surface forms in the input and converts them
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languages treat the subject of intransitive verbs like the object of transitive verbs at the level of morphology, syntax or both. At the level of morphology, ergative languages assign an ergative marker to the subject of transitive verbs. The ergative marking may be realized by case markers on nouns
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vowels is complicated by the production of tonal contrasts, which rely upon contrasts in vocal fold vibration. Otomanguean languages manage the conflict between tone and laryngeal gesture by timing the gesture at the start, middle or end of the vowel, e.g. ʔV, VʔV and Vʔ. The phonetic realization of
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Although cochlear implants were initially approved for adults, now there is pressure to implant children early in order to maximize auditory skills for mainstream learning which in turn has created controversy around the topic. Due to recent advances in technology, cochlear implants allow some deaf
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research. In historical linguistics the comparative method uses comparisons between historically related languages to reconstruct a proto-language and trace the history of each daughter language. The comparative method can be repurposed for research on language acquisition by comparing historically
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to form the past tense, they begin to exhibit occasional overgeneralization errors (e.g. "runned", "hitted") alongside correct past tense forms. One influential proposal regarding the origin of this type of error suggests that the adult state of grammar stores each irregular verb form in memory and
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As syntax began to be studied more closely in the early 20th century in relation to language learning, it became apparent to linguists, psychologists, and philosophers that knowing a language was not merely a matter of associating words with concepts, but that a critical aspect of language involves
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The statistical abilities are effective, but also limited by what qualifies as input, what is done with that input, and by the structure of the resulting output. Statistical learning (and more broadly, distributional learning) can be accepted as a component of language acquisition by researchers on
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has been enormously influential in the field of linguistics since the 1950s, many criticisms of the basic assumptions of generative theory have been put forth by cognitive-functional linguists, who argue that language structure is created through language use. These linguists argue that the concept
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of an infant. From these characteristics, they conclude that the process of language acquisition in infants must be tightly constrained and guided by the biologically given characteristics of the human brain. Otherwise, they argue, it is extremely difficult to explain how children, within the first
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its "momentary" or contextual probability. Since operant conditioning is contingent on reinforcement by rewards, a child would learn that a specific combination of sounds stands for a specific thing through repeated successful associations made between the two. A "successful" use of a sign would be
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Prelingual deafness is defined as hearing loss that occurred at birth or before an individual has learned to speak. In the United States, 2 to 3 out of every 1000 children are born deaf or hard of hearing. Even though it might be presumed that deaf children acquire language in different ways since
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has ergative agreement making on its transitive verbs but extends the ergative marking to both the subject of intransitive verbs and the object of transitive verbs yielding transitive verbs with two ergative agreement markers. The contexts for extended ergative marking differ in type and frequency
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Two more crucial elements of vocabulary acquisition are word segmentation and statistical learning (described above). Word segmentation, or the ability to break down words into syllables from fluent speech can be accomplished by eight-month-old infants. By the time infants are 17 months old, they
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regarding the acquisition of functional categories. In this model, children are seen as gradually building up more and more complex structures, with lexical categories (like noun and verb) being acquired before functional-syntactic categories (like determiner and complementizer). It is also often
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combinations or words occur in relation to other syllables. Infants between 21 and 23 months old are also able to use statistical learning to develop "lexical categories", such as an animal category, which infants might later map to newly learned words in the same category. These findings suggest
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have allowed for a better understanding of how language acquisition is manifested physically in the brain. Language acquisition almost always occurs in children during a period of rapid increase in brain volume. At this point in development, a child has many more neural connections than he or she
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have developed a computer model analyzing early toddler conversations to predict the structure of later conversations. They showed that toddlers develop their own individual rules for speaking, with 'slots' into which they put certain kinds of words. A significant outcome of this research is that
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Other scholars, however, have resisted the possibility that infants' routine success at acquiring the grammar of their native language requires anything more than the forms of learning seen with other cognitive skills, including such mundane motor skills as learning to ride a bike. In particular,
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in a review article in 1959, calling it "largely mythology" and a "serious delusion." Arguments against
Skinner's idea of language acquisition through operant conditioning include the fact that children often ignore language corrections from adults. Instead, children typically follow a pattern of
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Children acquire language through exposure to a diverse variety of cultural practices. Local groups vary in size and mobility depending on their means of subsistence. Some cultures require men to marry women who speak another language. Their children may be exposed to their mother’s language for
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Children learn, on average, ten to fifteen new word meanings each day, but only one of these can be accounted for by direct instruction. The other nine to fourteen word meanings must have been acquired in some other way. It has been proposed that children acquire these meanings through processes
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is not a result of babies simply imitating certain sounds, but is actually a natural part of the process of language development. Deaf babies do, however, often babble less than hearing babies, and they begin to babble later on in infancy—at approximately 11 months as compared to approximately 6
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This approach has several features that make it unique: the models are implemented as computer programs, which enables clear-cut and quantitative predictions to be made; they learn from naturalistic input—actual child-directed utterances; and attempt to create their own utterances, the model was
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that emerges from the interaction of biological pressures and the environment. According to these theories, neither nature nor nurture alone is sufficient to trigger language learning; both of these influences must work together in order to allow children to acquire a language. The proponents of
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Prelinguistic language abilities that are crucial for language acquisition have been seen even earlier than infancy. There have been many different studies examining different modes of language acquisition prior to birth. The study of language acquisition in fetuses began in the late 1980s when
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Comparative studies of language acquisition control the number of extraneous factors that impact language development. Speakers of historically related languages typically share a common culture that may include similar lifestyles and child-rearing practices. Historically related languages have
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called this design feature of human language "productivity". It is crucial to the understanding of human language acquisition that humans are not limited to a finite set of words, but, rather, must be able to understand and utilize a complex system that allows for an infinite number of possible
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for the need to document diversity. Children’s linguistic accomplishments are all the more impressive with recognition of the diversity that exists at every level of the language system. Different levels of grammar interact in language-specific ways so that differences in morphosyntax build on
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styles. Information on prosodic structure in one language informs research on the prosody of the related languages and vice versa. The comparative method produces a cumulative research program in which each description contributes to a comprehensive description of language acquisition for each
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Prosody is the property of speech that conveys an emotional state of the utterance, as well as the intended form of speech, for example, question, statement or command. Some researchers in the field of developmental neuroscience argue that fetal auditory learning mechanisms result solely from
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According to several linguists, neurocognitive research has confirmed many standards of language learning, such as: "learning engages the entire person (cognitive, affective, and psychomotor domains), the human brain seeks patterns in its searching for meaning, emotions affect all aspects of
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and others have proposed that children assume words to refer to objects with similar properties ("cow" and "pig" might both be "animals") rather than to objects that are thematically related ("cow" and "milk" are probably not both "animals"). Children also seem to adhere to the "whole object
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Generative grammar, associated especially with the work of Noam
Chomsky, is currently one of the approaches to explaining children's acquisition of syntax. Its leading idea is that human biology imposes narrow constraints on the child's "hypothesis space" during language acquisition. In the
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They would have no access to sound, meaning no access to the spoken language they are supposed to be learning. If a signed language was not a strong language for them to use and neither was a spoken language, they now have no access to any language and run the risk of missing their
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may restrict the use of subject questions for transitive verbs but not intransitive verbs. The acquisition challenge that ergativity creates is to explain how children acquire the language-specific manifestations of morphological and syntactic ergativity in the adult languages. The
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Documenting the diversity of child languages is made more urgent by the rapid loss of languages around the world. It may not be possible to document child language in half of the world’s languages by the end of this century. Documenting child language should be a part of every
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somewhat similar to behaviorist accounts of language learning. It differs substantially, though, in that it posits the existence of a social-cognitive model and other mental structures within children (a sharp contrast to the "black box" approach of classical behaviorism).
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Research shows that people develop better language with a cochlear implant when they have a solid first language to rely on to understand the second language they would be learning. In the case of prelingually deaf children with cochlear implants, a signed language, like
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have been found to correlate with language skills at around 10 to 14 months of age. These findings show that language acquisition is an embodied process that is influenced by a child's overall motor abilities and development. Studies have also shown a correlation between
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argument. The child's input (a finite number of sentences encountered by the child, together with information about the context in which they were uttered) is, in principle, compatible with an infinite number of conceivable grammars. Moreover, rarely can children rely on
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Further, the generative theory has several constructs (such as movement, empty categories, complex underlying structures, and strict binary branching) that cannot possibly be acquired from any amount of linguistic input. It is unclear that human language is actually
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Genetic research has found two major factors predicting successful language acquisition and maintenance. These include inherited intelligence, and the lack of genetic anomalies that may cause speech pathologies, such as mutations in the FOXP2 gene which cause
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either side of the "nature and nurture" debate. From the perspective of that debate, an important question is whether statistical learning can, by itself, serve as an alternative to nativist explanations for the grammatical constraints of human language.
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Learning a new word, that is, learning to speak this word and speak it on the appropriate occasions, depends upon many factors. First, the learner needs to be able to hear what they are attempting to pronounce. Also required is the capacity to engage in
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Kelly et al. (2015: 286) comment that “There is a dawning realization that the field of child language needs data from the broadest typological array of languages and language-learning environments.” This realization is part of a broader recognition in
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Chunking theories of language acquisition constitute a group of theories related to statistical learning theories, in that they assume that the input from the environment plays an essential role; however, they postulate different learning mechanisms.
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suggests that, when learning language, a learner would use the natural statistical properties of language to deduce its structure, including sound patterns, words, and the beginnings of grammar. That is, language learners are sensitive to how often
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also includes a "block" on the use of the regular rule for forming that type of verb. In the developing child's mind, retrieval of that "block" may fail, causing the child to erroneously apply the regular rule instead of retrieving the irregular.
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debated for over twelve centuries whether humans' ability to recognize the meaning of words was god-given (possibly innate) or passed down by previous generations and learned from already established conventions: a child learning the word for
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languages. This research has yielded detailed comparative studies on the acquisition of phonological, lexical, morphological and syntactic features in eight Mayan languages as well as comparisons of language input and language socialization.
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Ferry, Alissa; FlĂł, Ana; Brusini, Perrine; Cattarossi, Luigi; Macagno, Francesco; Nespor, Marina; Mehler, Jacques (2016). "On the edge of language acquisition: inherent constraints on encoding multisyllabic sequences in the neonate brain".
1473:, the acquisition of syntax resembles ordering from a menu: the human brain comes equipped with a limited set of choices from which the child selects the correct options by imitating the parents' speech while making use of the context.
972:, argued that knowledge (and, for Locke, language) emerge ultimately from abstracted sense impressions. These arguments lean towards the "nurture" side of the argument: that language is acquired through sensory experience, which led to
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or agreement markers on verbs. At the level of syntax, ergative languages have syntactic operations that treat the subject of transitive verbs differently from the subject of intransitive verbs. Languages with ergative syntax like
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of their native language. Additionally, the evidence of such rules in their native language is all indirect—adult speech to children cannot encompass all of what children know by the time they have acquired their native language.
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Bates, TC.; Luciano, M.; Medland, SE.; Montgomery, GW.; Wright, MJ.; Martin, NG. (Jan 2011). "Genetic variance in a component of the language acquisition device: ROBO1 polymorphisms associated with phonological buffer deficits".
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languages used aspects of the comparative method, but did not produce detailed comparisons across different levels of grammar. The most advanced use of the comparative method to date appears in research on the acquisition of the
1635:, which looks at learning to use and understand language parallel to a child's brain development. It has been determined, through empirical research on developmentally normal children, as well as through some extreme cases of
1060:
messages. So, while many forms of animal communication exist, they differ from human language in that they have a limited range of vocabulary tokens, and the vocabulary items are not combined syntactically to create phrases.
1050:
from other beings. Although it is difficult to pin down what aspects of language are uniquely human, there are a few design features that can be found in all known forms of human language, but that are missing from forms of
4955:
Pye, Clifton; Pfeiler, Barbara; de LeĂłn, Lourdes; Brown, Penelope; Mateo Pedro, Pedro (2007). "Roots or edges? Explaining variation in children's early verb forms across five Mayan languages". In
Pfeiler, Barbara (ed.).
1526:, the comparative method would first compare language acquisition within the Slavic, Celtic, Germanic, Romance and Indo-Iranian branches of the family before attempting broader comparisons between the branches. For
1731:; that is, when they encounter an unfamiliar word, children use contextual information to guess its rough meaning correctly. A child may expand the meaning and use of certain words that are already part of its
1657:
At a very young age, children can distinguish different sounds but cannot yet produce them. During infancy, children begin to babble. Deaf babies babble in the same patterns as hearing babies do, showing that
1581:
Several language acquisition studies have accidentally employed features of the comparative method due to the availability of datasets from historically related languages. Research on the acquisition of the
1216:, like Elizabeth Bates and Jean Mandler, came to suspect that there may indeed be many learning processes involved in the acquisition process, and that ignoring the role of learning may have been a mistake.
1342:
tested in languages including
English, Spanish, and German. Chunking for this model was shown to be most effective in learning a first language but was able to create utterances learning a second language.
1220:
a frequent theme is that language emerges from usage in social contexts, using learning mechanisms that are a part of an innate general cognitive learning apparatus. This position has been championed by
1886:
between Mayan languages, but two-year-old children produce extended ergative marking equally proficiently despite vast differences in the frequency of extended ergative marking in the adult languages.
1497:
and others to argue that the types of grammar the child needs to consider must be narrowly constrained by human biology (the nativist position). These innate constraints are sometimes referred to as
3420:
7158:
Rumsey, Alan; San Roque, Lila; Schieffelin, Bambi B. (2013). "The acquisition of ergative marking in Kaluli, Ku Waru and Duna (Trans New Guinea)". In Bavin, Edith L.; Stoll, Sabine (eds.).
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Norcliffe, Elisabeth; Harris, Alice C.; Jaeger, T. Florian (2015). "Cross-linguistic psycholinguistics and its critical role in theory development: early beginnings and recent advances".
1383:
emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist
2211:
5270:
Kuhl P, Stevens E, Hayashi A, Deguchi T, Kiritani S, Iverson P (February 2006). "Infants show a facilitation effect for native language phonetic perception between 6 and 12 months".
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and other languages. The complex vowels in these languages combine oral and laryngeal gestures produced with laryngeal constriction or laryngeal spreading . The production of the
5564:
Mehler, Jacques; Jusczyk, Peter; Lambertz, Ghislaine; Halsted, Nilofar; Bertoncini, Josiane; Amiel-Tison, Claudine (1988). "A precursor to language acquisition in young infants".
1852:, which in turn reflect differences in conversational style. The diversity of adult languages results in diverse child language phenomena that challenge every acquisition theory.
1647:
sensitive period of development on language acquisition, because it would be unethical to deprive children of language until this period is over. However, case studies on abused,
961:
for testing those theories were developed, but for the most part they seemed to regard language acquisition as a subset of man's ability to acquire knowledge and learn concepts.
976:'s Aufbau, an attempt to learn all knowledge from sense datum, using the notion of "remembered as similar" to bind them into clusters, which would eventually map into language.
1411:
knowledge of how to put words together; sentences are usually needed in order to communicate successfully, not just isolated words. A child will use short expressions such as
808:
7278:
Pye, Clifton; Pfeiler, Barbara; Mateo Pedro, Pedro (2013). "The acquisition of extended ergativity in Mam, Q'anjob'al and
Yucatec". In Bavin, Edith L.; Stoll, Sabine (eds.).
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Pye, Clifton; Pfeiler, Barbara; Mateo Pedro, Pedro (2013). "The acquisition of extended ergativity in Mam, Q'anjob'al and Yucatec". In Bavin, Edith L.; Stoll, Sabine (eds.).
7183:
Brown, Penelope; Pfeiler, Barbara; de LeĂłn, Lourdes; Pye, Clifton (2013). "The acquisition of agreement in four Mayan languages". In Bavin, Edith L.; Stoll, Sabine (eds.).
5014:
Brown, Penelope; Pfeiler, Barbara; de LeĂłn, Lourdes; Pye, Clifton (2013). "The acquisition of agreement in four Mayan languages". In Bavin, Edith L.; Stoll, Sabine (eds.).
1171:. The findings of many empirical studies support the predictions of these theories, suggesting that language acquisition is a more complex process than many have proposed.
929:
and adults) of additional languages. On top of speech, reading and writing a language with an entirely different script increases the complexities of true foreign language
839:
Language acquisition involves structures, rules, and representation. The capacity to successfully use language requires human beings to acquire a range of tools, including
7581:
5677:
Kisilevsky, Barbara; Hains, Sylvia; Lee, Kang; Xie, Xing; Huang, Hefeng; Ye, Hai; Zhang, Ke; We, Zengping (2003). "Effects of experience on fetal voice recognition".
1902:
local languages. Documenting child language preserves cultural modes of language transmission and can emphasize their significance throughout the language community.
2736:
1799:
has proposed, based on several neuroimaging studies, that there may be a "grammar center" in the brain, whereby language is primarily processed in the left lateral
1163:
these theories argue that general cognitive processes subserve language acquisition and that the result of these processes is language-specific phenomena, such as
1440:. In learning English, for example, young children first begin to learn the past tense of verbs individually. However, when they acquire a "rule", such as adding
2346:
Bergman, Coral Rhodes (1976). "Interference vs. independent development in infant bilingualism". In Keller, Gary D.; Teschner, Richard V.; Viera, Silvia (eds.).
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Pye, Clifton; Pfeiler, Barbara; Mateo Pedro, Pedro (2017). "Mayan language acquisition". In Aissen, Judith; England, Nora C.; Zavala Maldonado, Roberto (eds.).
1097:, a feral child, how to speak. Victor was able to learn a few words, but ultimately never fully acquired language. Slightly more successful was a study done on
1117:
is defined as "All words, contexts, and other forms of language to which a learner is exposed, relative to acquired proficiency in first or second languages".
6918:
Kelly, B.; Forshaw, W.; Nordlinger, R.; Wigglesworth, G. (2015). "Linguistic diversity in first language acquisition research: Moving beyond the challenges".
3518:
Bates, E; Elman, J; Johnson, M; Karmiloff-Smith, A; Parisi, D; Plunkett, K (1999). "Innateness and emergentism". In Graham, George; Bechtel, William (eds.).
1139:
there has been resistance to the possibility that human biology includes any form of specialization for language. This conflict is often referred to as the "
1814:
During early infancy, language processing seems to occur over many areas in the brain. However, over time, it gradually becomes concentrated into two areas—
867:. Even though human language capacity is finite, one can say and understand an infinite number of sentences, which is based on a syntactic principle called
1743:
in order to indicate anything that belongs to its mother or father, or perhaps every person who resembles its own parents; another example might be to say
1221:
1787:
Although it is difficult to determine without invasive measures which exact parts of the brain become most active and important for language acquisition,
5473:
Purves, Dale; Augustine, George J.; Fitzpatrick, David; Katz, Lawrence C.; LaMantia, Anthony-Samuel; McNamara, James O.; Williams, S. Mark (2001-01-01).
1290:
Chang has demonstrated that such a domain general statistical learning mechanism could explain a wide range of language structure acquisition phenomena.
1113:
A major debate in understanding language acquisition is how these capacities are picked up by infants from the linguistic input. Input in the linguistic
894:, and the gradually evolving system by which a child learns a language is built up one step at a time, beginning with the distinction between individual
1578:. A claim about any universal of language acquisition must control for the shared grammatical structures that languages inherit from a common ancestor.
8281:
8138:
6042:
1735:
in order to denominate anything that is somehow related but for which it does not know the specific word. For instance, a child may broaden the use of
1334:
1322:, which can be words, phonemes, or syllables. Recently, this approach has been highly successful in simulating several phenomena in the acquisition of
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parallels the language acquisition of a spoken language by hearing children because humans are biologically equipped for language regardless of the
1830:
and is primarily involved in language comprehension. The specialization of these language centers is so extensive that damage to them can result in
6781:
Mountford, Hayley S.; Newbury, Dianne F. (2019). "The genetics of language acquisition". In Horst, Jessica S.; von Koss Torkildsen, Janne (eds.).
871:. Evidence suggests that every individual has three recursive mechanisms that allow sentences to go indeterminately. These three mechanisms are:
739:
6537:
2042:
Other options besides sign language for kids with prelingual deafness include the use of hearing aids to strengthen remaining sensory cells or
7078:
Evans, Nicholas; Levinson, Stephen C. (2009). "The myth of language universals: Language diversity and its importance for cognitive science".
2553:"Crosslinguistic influence at the syntax–pragmatics interface: Subjects and objects in English–Italian bilingual and monolingual acquisition"
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1911:
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1011:
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1807:). Additionally, these studies have suggested that first language and second language acquisition may be represented differently in the
7794:
Hickok G, Poeppel D (2004). "Dorsal and ventral streams: a framework for understanding aspects of the functional anatomy of language".
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several researchers independently discovered that very young infants could discriminate their native language from other languages. In
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Hale, Kenneth (1998). "On endangered languages and the importance of linguistic diversity". In Grenoble, L. A.; Whaley, L. J. (eds.).
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Philosophers in ancient societies were interested in how humans acquired the ability to understand and produce language well before
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2139:
6303:
Fazly Afsaneh; Alishahi Afra; Stevenson Suzanne (2010). "A Probabilistic Computational Model of Cross-Situational Word Learning".
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1706:, and future language development, like vocabulary expansion and the organization of grammar, is likely to be slower and stunted.
1063:
6090:
Gupta Prahlad; MacWhinney Brian (1997). "Vocabulary acquisition and verbal short-term memory: Computational and neural bases".
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Brown, Roger; Camile Hanlon (1970). "Derivational complexity and order of acquisition in child speech". In J. R. Hayes (ed.).
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5501:
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4569:
4536:
4391:
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4257:
3527:
3494:
3419:
Bates, E.; D'Amico, S.; Jacobsen, T.; Székely, A.; Andonova, E.; Devescovi, A.; Herron, D.; Lu, CC.; et al. (Jun 2003).
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2018:
1973:
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482:
828:. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use
8962:
8170:
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2944:
2134:
372:
6702:
Hansen, Mikkel B.; Markman, Ellen M. (2009). "Children's use of mutual exclusivity to learn labels for parts of objects".
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Hadzibeganovic Tarik; Cannas Sergio A (2009). "A Tsallis' statistics based neural network model for novel word learning".
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The central idea of these theories is that language development occurs through the incremental acquisition of meaningful
5650:
DeCasper, Anthony; Spence, Melanie (1986). "Prenatal maternal speech influences newborns' perception of speech sounds".
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and is primarily involved in the production of the patterns in vocal and sign language. Wernicke's area is in the left
1609:
will have as an adult, allowing for the child to be more able to learn new things than he or she would be as an adult.
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Pye, Clifton; Pfeiler, Barbara (2014). "The comparative method of language acquisition research: A Mayan case study".
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2426:
2355:
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1999:
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1533:
The comparative method derives its power by assembling comprehensive datasets for each language. Descriptions of the
674:
1981:
1105:
was true; Genie was too old to learn how to speak productively, although she was still able to comprehend language.
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Yu Chen; Ballard Dana H (2007). "A unified model of early word learning: Integrating statistical and social cues".
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Plunkett, Kim; Strömqvist, Sven (1992). "The Acquisition of Scandinavian Languages". In Slobin, Dan Isaac (ed.).
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Seidenberg, Mark S.; J.L. McClelland (1989). "A distributed developmental model of word recognition and naming".
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Clark, Eve (1985). "The acquisition of Romance, with special reference to French". In Slobin, Dan Isaac (ed.).
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919:(BFLA), referring to an infant's simultaneous acquisition of two native languages. This is distinguished from
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8400:
8269:
8210:
7529:
Och, Franz Josef; Ney, Hermann (2004). "The Alignment Template Approach to Statistical Machine Translation".
6832:"The influence of language proficiency on lexical semantic processing in native and late learners of english"
1867:
An acquisition challenge in morphosyntax is to explain how children acquire ergative grammatical structures.
1522:
related child languages. The historical ties within each language family provide a roadmap for research. For
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rules inferred from toddler speech were better predictors of subsequent speech than traditional grammars.
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4466:
From Merge to Move: A Minimalist Perspective on the Design of Language and its Role in Early Child Syntax
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Ramscar, Michael; Gitcho, Nicole (2007). "Developmental change and the nature of learning in childhood".
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Partanen, Eino; Kujala, Teija; Näätänen, Risto; Litola, Auli; Sambeth, Anke; Huotilainen, Minna (2013).
8902:
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8752:
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4038:"Modelling the development of children's use of optional infinitives in English and Dutch using MOSAIC"
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Roy Deb K.; Pentland Alex P. (2002). "Learning words from sights and sounds: A computational model".
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Moon, Christine; Cooper, Robin; Fifer, William (1993). "Two-day-olds prefer their native language".
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language within a family as well as across the languages within each branch of the language family.
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principles and parameters framework, which has dominated generative syntax since Chomsky's (1980)
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such as Chomsky have focused on the hugely complex nature of human grammars, the finiteness and
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technology has allowed for some conclusions to be made about where language may be centered.
1534:
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4687:. Rich Languages from Poor Inputs: A Workshop in Honor of Carol Chomsky. MIT, Cambridge, MA.
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which children map words of their language as they learn their native language. A different
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5749:"Language experienced in utero affects vowel perception after birth: A two-country study"
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mechanisms, especially statistical learning, in language acquisition. The development of
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show that they exhibit extreme limitations in language skills, even after instruction.
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2698:
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2651:
2620:
2537:
2472:"Bilingual first language acquisition at the interface between syntax and pragmatics"
2471:
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5179:
4941:
4846:
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3906:
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3096:
2579:
2400:
913:, whether that is a spoken language or a sign language, though it can also refer to
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7974:
7966:
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7896:
7888:
7851:
7847:
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7614:
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6788:
6747:
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6682:
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6607:
6583:"A solution to Plato's problem: The latent semantic analysis theory of acquisition"
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2043:
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1302:
that early experience listening to language is critical to vocabulary acquisition.
1259:
has emerged as a specific counter to Chomsky's Generative Grammar and to Nativism.
1237:
1205:
402:
233:
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2014:
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1732:
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1563:
1494:
1245:
941:
Some early observation-based ideas about language acquisition were proposed by
910:
824:
is the process by which humans acquire the capacity to perceive and comprehend
569:
247:
7970:
7456:
7439:
7408:
7136:
7091:
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6751:
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5539:] (Second ed.). United States of America: Worth Publishers. pp.
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3310:
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1082:. This study was an attempt to further research done with a chimpanzee named
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1046:
The capacity to acquire and use language is a key aspect that distinguishes
945:, who felt that word-meaning mapping in some form was innate. Additionally,
9159:
8460:
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7988:
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7859:
7815:
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7700:
7682:
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4185:
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1075:
1030:
998:
290:
80:
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One such challenge is to explain how children acquire complex vowels in
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6513:
6496:
5810:
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6446:"Infant language development is related to the acquisition of walking"
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How the poverty of the stimulus solves the poverty of the stimulus
6917:
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5795:
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Some algorithms for language acquisition are based on
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argued that language may be learned through a form of
7440:"How diverse is child language acquisition research?"
7277:
6997:
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5038:
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2550:
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by listening to trusted speakers talking about cows.
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Skinner's behaviorist idea was strongly attacked by
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3344:
2849:
2847:
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1448:
16:
Process in which a first language is being acquired
7997:
6634:
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5936:
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2646:Kosslyn, Stephen M.; Osherson, Daniel N. (1995).
1387:, and was made prominent in the Western world by
1204:Since 1980, linguists studying children, such as
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6780:
6664:
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6034:
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1716:socioeconomic status and vocabulary acquisition
1489:Considerations such as those have led Chomsky,
1326:and the acquisition of phonological knowledge.
1273:Some language acquisition researchers, such as
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7598:Chater, Nick; Manning, Christopher D. (2006).
6872:
6784:International Handbook of Language Acquisition
6580:
5939:Spontaneous apprentices: children and language
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2500:
2226:
2028:
1898:project, and has an important role to play in
1682:The phases of language acquisition in children
1599:
1505:Comparative method of crosslinguistic research
1014:. Charles F. Hockett of language acquisition,
8100:
7793:
7597:
7077:
6701:
6671:"Constraints Children Place on Word Meanings"
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2760:"A Review of B. F. Skinner's Verbal Behavior"
2110:Glossary of language teaching terms and ideas
1803:(located near the pre central sulcus and the
1710:are able to link meaning to segmented words.
1010:theories of language acquisition include the
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476:
7837:
6576:
6574:
6179:
6132:
6126:
5928:
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4339:, pp. 33–52. Moscow-Leningrad: Gosuchpedgiz.
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3489:. London ; New York: Springer-Verlag.
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2889:"Washoe, a Chimp of Many Words, Dies at 42"
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2348:Bilingualism in the Bicentennial and Beyond
2275:
1980:. Unsourced material may be challenged and
1920:. Language acquisition can be modeled as a
1074:conducted a study on a chimpanzee known as
909:. It studies infants' acquisition of their
8107:
8093:
7493:
7478:
7437:
6885:. New York, NY: Worth Publishers. p.
5898:"Imitation in language: If, when, and why"
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3249:
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2308:
1905:
1433:structure building model of child language
1406:Syntax, morphology, and generative grammar
1345:
1281:, emphasize the possible roles of general
809:
795:
483:
469:
7978:
7935:
7900:
7776:
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1686:
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7953:Richardson FM, Price CJ (October 2009).
7920:"Why Nature & Nurture Won't Go Away"
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2140:List of language acquisition researchers
1924:process, which may be based on learning
1758:to infer the meaning of words properly.
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4531:. Cambridge, MA: Blackwell Publishers.
4357:. Cambridge University Press. pp.
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3172:. Cambridge: Harvard University Press.
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2309:Lidz, Jeffrey; Waxman (16 April 2003).
2284:. Cambridge University Press. pp.
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1158:, posit that language acquisition is a
1089:In another language acquisition study,
905:Language acquisition usually refers to
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7917:
7875:Pickering MJ, Ferreira VS (May 2008).
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6535:
4960:. Mouton de Gruyter. pp. 15–47.
4774:
4353:Homo loquens, Man as a talking animal
4293:
3621:
3290:
3268:10.1093/oxfordhb/9780199573776.013.10
3112:Child Language Acquisition and Growth
3058:
2886:
2280:Homo loquens, Man as a talking animal
2214:from the original on 15 December 2020
2019:language acquisition by deaf children
1837:
1541:for each language inform analyses of
1154:theories, such as Brian MacWhinney's
1108:
7329:
7282:. John Benjamins. pp. 307–335.
7187:. John Benjamins. pp. 271–305.
7162:. John Benjamins. pp. 133–182.
7000:Language, Cognition and Neuroscience
5391:Al-Harbi, Salwa Saeed (2019-11-08).
5043:. John Benjamins. pp. 307–335.
5018:. John Benjamins. pp. 271–306.
4721:. Harper Perennial Modern Classics.
4564:. Oxford : Oxford University Press.
4449:Carlson, Neil; Heth, Donald (2007).
3983:Lany, Jill; Saffran (January 2010).
3631:(Oxford University Press, New York).
3629:What's Within? Nativism Reconsidered
3487:Machine learning of natural language
3201:Mameli, M.; Bateson, P. (Feb 2011).
3109:
3023:Introduction to language development
2687:. Oxford : Oxford University Press.
2560:Bilingualism: Language and Cognition
2476:Bilingualism: Language and Cognition
2193:
2191:
2037:
1978:adding citations to reliable sources
1945:
916:bilingual first language acquisition
373:Conservative and innovative language
8743:Digital media use and mental health
7438:Kidd, Evan; Garcia, Rowena (2022).
7394:
7302:
7207:
6444:Walle Eric A, Campos Joe J (2014).
5999:Gathercole SE, Baddeley AD (1989).
5312:
5147:
4754:. The University of Chicago Press.
4749:
4451:Psychology the Science of Behaviour
2350:. Bilingual Press. pp. 86–96.
2090:Evolutionary psychology of language
1767:Genetic and neurocognitive research
1612:
1549:, which in turn inform analyses of
13:
8374:Automatic and controlled processes
7671:Philos Trans R Soc Lond B Biol Sci
7658:
7255:A Grammar of Mam, a Mayan Language
6581:Landauer, TK; Dumais, ST. (1997).
4670:Biological Foundations of Language
4428:10.1111/j.1540-5834.1992.tb00313.x
4284:. Oxford: Oxford University Press.
3207:Philos Trans R Soc Lond B Biol Sci
3025:. Los Angeles: SAGE Publications.
3021:Kennison, Shelia M. (2013-07-30).
2648:An invitation to cognitive science
21:Language learning (disambiguation)
14:
9480:
8783:Smartphones and pedestrian safety
8027:
6836:Journal of Cognitive Neuroscience
5192:
3935:(3). SAGE Publications: 254–260.
2998:"The Feral Child Nicknamed Genie"
2188:
2135:List of children's speech corpora
1619:Sensitive periods § Language
1566:will resemble the acquisition of
9434:
9421:
9409:
9408:
8808:Mobile phones and driving safety
7641:
7591:
7567:
7522:
7487:
7472:
7431:
7388:
7373:
7338:
7323:
7296:
7271:
7246:
7201:
7176:
7151:
7116:
7071:
7036:
6991:
6956:
6911:
6823:
6695:
6626:
6536:Letts, Carolyn (March 2, 2013).
6529:
6488:
6437:
6386:
6349:
6327:10.1111/j.1551-6709.2010.01104.x
6296:
6259:
6224:
5789:
5740:
5713:
5670:
5643:
5600:
5284:10.1111/j.1467-7687.2006.00468.x
4112:10.1111/j.1467-7687.2007.00638.x
4032:Freudenthal, Daniel; J.M. Pine;
3941:10.1111/j.1467-9280.2007.01885.x
3520:A companion to cognitive science
2945:"How Infants Learn to Use Words"
2105:Gestures in language acquisition
1950:
1449:Merge (linguistics)-based theory
776:
516:
453:
8711:Computer-mediated communication
7808:10.1016/j.cognition.2003.10.011
5722:Infant Behavior and Development
5652:Infant Behavior and Development
5557:
5485:
5466:
5425:
5384:
5351:
5324:
5306:
5263:
5186:
5141:
5108:
5057:
5032:
5007:
4974:
4948:
4905:
4880:
4853:
4818:
4793:
4768:
4743:
4676:
4661:
4646:
4586:
4553:
4520:
4504:
4489:
4473:
4457:
4453:. Pearson Education:New Jersey.
4442:
4400:
4375:
4342:
4321:
4287:
4274:
4241:
4192:
4133:
4080:
4025:
3762:
3711:
3666:
3634:
3587:
3544:
3511:
3478:
3317:
3284:
3243:
3161:
3139:. Lawrence Erlbaum Associates.
3128:
3103:
2990:
2961:
2937:
2921:"Nim Chimpsky and Noam Chomsky"
2913:
2880:
2815:
2790:
2751:
2728:
2679:Matilal, Bimal Krishna (1990).
2672:
2650:. Cambridge, Mass.: MIT Press.
2639:
2544:
2494:
1918:statistical machine translation
1179:Although Chomsky's theory of a
1042:As a typically human phenomenon
8988:Empathising–systemising theory
8291:female intrasexual competition
8228:Evolutionarily stable strategy
7852:10.1016/j.brainres.2006.12.063
7101:11858/00-001M-0000-0012-C29E-4
7021:11858/00-001M-0000-0028-7B21-7
6005:Journal of Memory and Language
4335:
4329:
3135:Brian MacWhinney, ed. (1999).
2887:Carey, Benedict (2007-11-01).
2858:. Cambridge, Mass: MIT Press.
2856:Origins of human communication
2463:
2447:The Handbook of Child Language
2435:
2421:. Cambridge University Press.
2407:
2364:
2339:
2302:
2269:
2115:Identity and language learning
1822:. Broca's area is in the left
1604:Recent advances in functional
1212:, and psychologists following
1146:
1:
9348:Standard social science model
8401:Cognitive tradeoff hypothesis
7384:. Cambridge University Press.
7280:The Acquisition of Ergativity
7257:. University of Texas Press.
7185:The Acquisition of Ergativity
7160:The Acquisition of Ergativity
7080:Behavioral and Brain Sciences
7012:10.1080/23273798.2015.1080373
6787:. Routledge. pp. 33–50.
6157:10.1016/S1364-6613(03)00108-6
5621:10.1016/S0140-6736(88)92170-8
5410:10.11591/edulearn.v14i1.14209
5134:10.19130/iifl.ecm.2017.49.771
5041:The Acquisition of Ergativity
5016:The Acquisition of Ergativity
4891:. Routledge. pp. 19–42.
4874:10.1016/S0024-3841(98)00030-8
4804:. Erlbaum. pp. 457–556.
4779:. Erlbaum. pp. 687–782.
3891:10.1126/science.274.5294.1926
3740:10.1126/science.274.5294.1926
2335:– via Elsevier science.
2181:
1570:, but not the acquisition of
1174:
863:. Human language capacity is
9196:Missing heritability problem
8788:Social aspects of television
8411:Evolution of nervous systems
8379:Computational theory of mind
8053:Resources in other libraries
7726:10.1016/j.neuron.2010.08.038
7607:Trends in Cognitive Sciences
7317:10.1016/0388-0001(88)90009-5
6380:10.1016/j.neucom.2006.01.034
6135:Trends in Cognitive Sciences
6017:10.1016/0749-596X(89)90044-2
5914:10.1016/0010-0285(74)90018-8
5734:10.1016/0163-6383(93)80007-U
5664:10.1016/0163-6383(86)90025-1
5578:10.1016/0010-0277(88)90035-2
5000:10.1016/j.lingua.2017.07.001
4624:10.1016/0010-0277(93)90022-n
4560:Baker, Mark Raphael (2002).
4146:Proc. Natl. Acad. Sci. U.S.A
3615:10.1016/j.lingua.2007.03.005
3553:Trends in Cognitive Sciences
2975:. 2019-10-19. Archived from
1400:zone of proximal development
1375:Social interactionist theory
1024:social interactionist theory
1001:, given a certain stimulus,
720:Developmental stage theories
581:Emerging and early adulthood
313:Functional discourse grammar
179:Ethnography of communication
7:
9442:Evolutionary biology portal
7893:10.1037/0033-2909.134.3.427
7222:10.1515/ling.1990.28.6.1291
6612:10.1037/0033-295x.104.2.211
6253:10.1016/j.physa.2008.10.042
6210:10.1207/s15516709cog0000_31
5943:. New York: Seabury Press.
5334:Speech and Brain-mechanisms
4706:. New York: Pantheon Books.
4205:Topics in Cognitive Science
4058:10.1207/s15516709cog0000_47
3783:10.1037/0033-295x.113.2.234
3168:Tomasello, Michael (2003).
2854:Tomasello, Michael (2008).
2318:Cognition 89 (2003) B65-B73
2150:Natural-language processing
2067:
2029:Signed language acquisition
1663:months for hearing babies.
1600:Representation in the brain
1309:
1294:Statistical learning theory
1186:language acquisition device
1078:in an attempt to teach him
1012:statistical learning theory
922:second-language acquisition
433:Second-language acquisition
10:
9485:
9403:Evolutionary psychologists
9276:Trivers–Willard hypothesis
9191:Human–animal communication
8903:Ovulatory shift hypothesis
8753:Imprinted brain hypothesis
8721:Human–computer interaction
7708:Kuhl PK (September 2010).
7619:10.1016/j.tics.2006.05.006
7508:10.1515/ling.1998.36.1.161
6977:10.1038/s44159-023-00169-w
6688:10.1207/s15516709cog1401_4
6669:Markman, Ellen M. (1990).
6290:10.1207/s15516709cog2601_4
5935:Miller, George A. (1977).
5496:. Boston: Academic Press.
5451:10.1207/s15516709cog1401_2
4496:Miyagawa, Shigeru (2010).
3697:10.1037/0033-295X.96.4.523
3565:10.1016/j.tics.2007.05.007
2797:Harley, Trevor A. (2010).
2617:10.1152/physrev.00006.2011
2165:Passive speaker (language)
2155:Non-native speech database
1939:
1909:
1721:
1690:
1623:Critical period hypothesis
1616:
1459:In bare-phrase structure (
1452:
1372:
1349:
1266:
936:
907:first-language acquisition
666:Development and psychology
111:Syntax–semantics interface
18:
9397:
9323:Environmental determinism
9294:Cultural selection theory
9286:
9181:Evolutionary epistemology
9168:
9095:evolutionary neuroscience
9057:
9050:
8948:
8823:
8768:Rank theory of depression
8691:
8615:
8517:
8323:
8316:
8270:Parent–offspring conflict
8179:
8122:
8048:Resources in your library
7971:10.1007/s00429-009-0211-y
7531:Computational Linguistics
7483:. SOAS. pp. 106–140.
7457:10.1177/01427237211066405
7409:10.1017/S0305000920000318
7397:Journal of Child Language
7253:England, Nora C. (1983).
7137:10.1017/S0952675797003412
7092:10.1017/S0140525X0999094X
7057:10.1177/01427237221090024
6965:Nature Reviews Psychology
6752:10.1007/s10519-010-9402-9
6062:10.1017/S0142716406060383
6050:Applied Psycholinguistics
5331:Penfield, Wilder (1959).
4926:10.1017/S0305000912000748
4914:Journal of Child Language
4685:Lessons from a mute child
3594:O'Grady, William (2008).
3137:The Emergence of Language
2822:Harris, Margaret (1992).
2735:Kendra A. Palmer (2009).
2572:10.1017/S1366728904001610
2522:10.1017/S0272263100014662
2488:10.1017/S1366728900000353
2385:10.1017/S0305000900013490
2373:Journal of Child Language
2170:Second-language attrition
1429:principles and parameters
1020:functionalist linguistics
423:Philosophy of linguistics
323:Interactional linguistics
9216:Cultural group selection
9100:Biocultural anthropology
8793:Societal impacts of cars
8726:Media naturalness theory
8416:Fight-or-flight response
7996:Sousa, David A. (2011).
7937:10.1162/0011526042365591
7553:10.1162/0891201042544884
6932:10.1177/0142723715602350
6704:Developmental Psychology
6450:Developmental Psychology
6412:10.3389/fpsyg.2016.00475
5974:Merrill-Palmer Quarterly
5432:Newport, Elissa (1990).
5238:10.3389/fnsys.2013.00090
5121:Estudios de Cultura Maya
5083:10.3389/fpsyg.2019.02442
4668:Lenneberg, Eric (1967).
4593:Marcus, Gary F. (1993).
4464:Galasso, Joseph (2016).
4382:Radford, Andrew (1990).
4327:Vygotskii , L.S. 1935. "
4001:10.1177/0956797609358570
3291:Bavin, Edith L. (2009).
2830:. UK: Psychology Press.
2145:Metalinguistic awareness
2085:Evolutionary linguistics
1729:latent semantic analysis
1629:developmental psychology
1362:functional contextualism
865:represented in the brain
745:Psychosexual development
9464:Evolutionary psychology
9416:Evolutionary psychology
9380:Sociocultural evolution
9221:Dual inheritance theory
8678:Personality development
8139:Theoretical foundations
8116:Evolutionary psychology
7918:Pinker, Steven (2004).
7665:Fitch, WT. (Feb 2011).
7380:Crystal, David (2000).
6793:10.4324/9781315110622-3
6557:10.1111/1460-6984.12004
6399:Frontiers in Psychology
5864:10.1073/pnas.1302159110
5691:10.1111/1467-9280.02435
5492:Curtiss, Susan (1977).
4717:Pinker, Steven (2007).
4702:Reflections on Language
4306:: 33–58. Archived from
4167:10.1073/pnas.0905638106
3837:10.1111/1467-8721.01243
3081:10.1126/science.1113530
2721:Innateness and Language
1906:Artificial intelligence
1805:inferior frontal sulcus
1606:neuroimaging technology
1524:Indo-European languages
1478:poverty of the stimulus
1358:relational frame theory
1352:Relational frame theory
1346:Relational frame theory
1091:Jean-Marc-Gaspard Itard
1016:relational frame theory
9338:Social constructionism
9333:Psychological nativism
9308:Biological determinism
9256:Recent human evolution
9251:Punctuated equilibrium
9074:Behavioral epigenetics
9069:evolutionary economics
9038:Variability hypothesis
8983:Emotional intelligence
8716:Engineering psychology
8406:Evolution of the brain
7834:Los Angeles, CA: Sage.
7830:Kennison, S. (2013).
7769:10.1098/rstb.2009.0146
7683:10.1098/rstb.2010.0223
6104:10.1006/brln.1997.1819
6041:Gathercole SE (2006).
5368:10.21832/9781853597596
3219:10.1098/rstb.2010.0174
3110:Lust, Barbara (2006).
2198:Pichler, Chen (2015).
2057:American Sign Language
1896:language documentation
1749:I don't want to go out
1687:Vocabulary acquisition
1683:
1515:historical linguistics
1080:American Sign Language
1068:
260:Theoretical frameworks
214:Philosophy of language
194:History of linguistics
9365:Multilineal evolution
9328:Nature versus nurture
9287:Theoretical positions
9135:Functional psychology
9130:Evolutionary medicine
9105:Biological psychiatry
8813:Texting while driving
8803:Lead–crime hypothesis
8663:Cognitive development
8648:Caregiver deprivation
8159:Gene selection theory
7359:10.1353/lan.1992.0075
5799:Developmental Science
5679:Psychological Science
5272:Developmental Science
5162:10.1515/LING.2007.020
4839:10.1353/lan.2004.0024
4750:Pye, Clifton (2017).
4562:The atoms of language
4100:Developmental Science
3989:Psychological Science
3929:Psychological Science
3360:Cognitive Linguistics
3338:10.1515/cogl.2001.012
3326:Cognitive Linguistics
2973:The Layman's Linguist
1910:Further information:
1681:
1528:Otomanguean languages
1453:Further information:
1369:Social interactionism
1277:, Richard Aslin, and
1257:cognitive linguistics
1066:
783:Psychology portal
685:Nature versus nurture
609:Biological milestones
154:Conversation analysis
9469:Language acquisition
9318:Cultural determinism
9125:Evolutionary biology
9110:Cognitive psychology
9058:Academic disciplines
8706:Cognitive ergonomics
8673:Language acquisition
8653:Childhood attachment
8466:Wason selection task
8360:Behavioral modernity
8149:Cognitive revolution
8132:Evolutionary thought
8039:Language acquisition
8000:How the brain learns
7647:Zuidema, Willem H. "
7573:Chen, David L., and
6848:10.1162/jocn_a_00143
6633:Fry, Dennis (1977).
6590:Psychological Review
6364:(13–15): 2149–2165.
5902:Cognitive Psychology
5360:Language Acquisition
5313:Pallier, Cristophe.
4698:Chomsky, N. (1975).
4511:Roeper, Tom (2007).
4498:Why Agree? Why Move?
4349:Fry, Dennis (1977).
4294:Moerk, E.L. (1994).
4091:; J.M. Pine (2007).
3771:Psychological Review
3675:Psychological Review
3382:10.1515/COG.2007.005
2276:Fry, Dennis (1977).
2208:Gallaudet University
1974:improve this section
1669:Mehler et al. (1988)
1637:language deprivation
1381:language development
1324:syntactic categories
1263:Statistical learning
1053:animal communication
985:operant conditioning
947:Sanskrit grammarians
822:Language acquisition
637:Language acquisition
398:Internet linguistics
308:Construction grammar
9385:Unilineal evolution
9150:Population genetics
8935:Sexy son hypothesis
8873:Hormonal motivation
8853:Concealed ovulation
8394:Dual process theory
8265:Parental investment
6245:2009PhyA..388..732H
5855:2013PNAS..11015145P
5849:(37): 15145–15150.
5615:(8598): 1347–1348.
5225:Front Syst Neurosci
5195:"Kid's Brain Power"
4889:The Mayan Languages
4280:Bruner, J. (1983).
4158:2009PNAS..10617284B
3883:1996Sci...274.1926S
3877:(5294): 1926–1928.
3732:1996Sci...274.1926S
3726:(5294): 1926–1928.
3073:2005Sci...310..815S
2449:. Wiley-Blackwell.
2327:on 12 December 2017
1942:Prelingual deafness
1936:Prelingual deafness
1693:Vocabulary learning
1639:, that there is a "
1483:corrective feedback
1455:Merge (linguistics)
1333:Researchers at the
1169:grammar acquisition
1127:cognitive abilities
1093:attempted to teach
855:, and an extensive
760:Cultural-historical
333:Systemic functional
128:Applied linguistics
70:General linguistics
9343:Social determinism
9226:Fisher's principle
9186:Great ape language
9176:Cultural evolution
9145:Philosophy of mind
8978:Division of labour
8940:Westermarck effect
8888:Mating preferences
8798:Distracted driving
8532:Literary criticism
8389:Domain specificity
8369:modularity of mind
7959:Brain Struct Funct
7584:2015-10-23 at the
7043:Singh, L. (2022).
6514:10.1111/infa.12071
6092:Brain and Language
5811:10.1111/desc.12323
4672:. New York: Wiley.
4657:. New York: Wiley.
4418:. Serial No. 228.
4218:10.1111/tops.12258
3627:Cowie, F. (1999)
3440:10.3758/BF03196494
2893:The New York Times
2739:. StudentPulse.com
2160:Origin of language
2125:Language attrition
1838:Language diversity
1684:
1511:comparative method
1461:minimalist program
1222:David M. W. Powers
1199:theory of language
1181:generative grammar
1141:nature and nurture
1109:General approaches
1072:Herbert S. Terrace
1069:
964:Empiricists, like
675:Pre- and perinatal
438:Theory of language
408:Origin of language
363:Autonomy of syntax
318:Grammaticalization
164:Discourse analysis
159:Corpus linguistics
9451:
9450:
9429:Psychology portal
9393:
9392:
9236:Hologenome theory
9206:Unit of selection
9201:Primate cognition
9115:Cognitive science
9046:
9045:
8917:Sexual attraction
8893:Mating strategies
8658:Cinderella effect
8588:Moral foundations
8492:Visual perception
8384:Domain generality
8353:Facial expression
8301:Sexual dimorphism
8260:Natural selection
8206:Hamiltonian spite
8079:, 26 August 2013
8034:Library resources
8011:978-1-4129-9797-3
7763:(1536): 3633–47.
7575:Raymond J. Mooney
7305:Language Sciences
6896:978-1-4292-3719-2
6675:Cognitive Science
6652:978-0-521-29239-9
6305:Cognitive Science
6268:Cognitive Science
5950:978-0-8164-9330-2
5765:10.1111/apa.12098
5503:978-0-12-196350-7
5438:Cognitive Science
5377:978-1-85359-759-6
4728:978-0-06-133646-1
4571:978-0-19-860632-1
4538:978-0-631-19536-8
4480:Moro, A. (2000).
4393:978-0-631-16358-9
4368:978-0-521-29239-9
4259:978-0-306-46600-7
4045:Cognitive Science
3529:978-0-631-21851-7
3496:978-0-387-19557-5
3179:978-0-674-01030-7
3146:978-0-8058-3010-1
3067:(5749): 815–819.
3032:978-1-4129-9606-8
2865:978-0-262-20177-3
2808:978-1-84169-339-2
2694:978-0-19-562515-8
2657:978-0-262-65045-8
2456:978-0-631-20312-4
2443:de Houwer, Annick
2415:de Houwer, Annick
2295:978-0-521-29239-9
2130:Language transfer
2044:cochlear implants
2038:Cochlear implants
2010:
2009:
2002:
1930:grammar induction
1845:psycholinguistics
1700:speech repetition
1649:language-deprived
1499:universal grammar
1255:The new field of
1242:Michael Tomasello
1160:cognitive process
1156:competition model
1132:grammatical rules
1095:Victor of Aveyron
1067:Victor of Aveyron
959:empirical methods
892:speech production
888:speech perception
819:
818:
493:
492:
281:Distributionalism
224:Psycholinguistics
9476:
9438:
9425:
9412:
9411:
9055:
9054:
9051:Related subjects
8838:Adult attachment
8365:Cognitive module
8321:
8320:
8308:Social selection
8282:Costly signaling
8277:Sexual selection
8164:Modern synthesis
8109:
8102:
8095:
8086:
8085:
8023:
8003:
7992:
7982:
7949:
7939:
7914:
7904:
7871:
7827:
7790:
7780:
7747:
7737:
7704:
7694:
7677:(1563): 376–88.
7652:
7645:
7639:
7638:
7604:
7595:
7589:
7571:
7565:
7564:
7546:
7526:
7520:
7519:
7491:
7485:
7484:
7476:
7470:
7469:
7459:
7435:
7429:
7428:
7392:
7386:
7385:
7377:
7371:
7370:
7342:
7336:
7335:
7327:
7321:
7320:
7300:
7294:
7293:
7275:
7269:
7268:
7250:
7244:
7243:
7233:
7216:(6): 1291–1330.
7205:
7199:
7198:
7180:
7174:
7173:
7155:
7149:
7148:
7120:
7114:
7113:
7103:
7075:
7069:
7068:
7040:
7034:
7033:
7023:
7006:(9): 1009–1032.
6995:
6989:
6988:
6960:
6954:
6953:
6943:
6926:(4–5): 286–304.
6915:
6909:
6908:
6876:
6870:
6869:
6859:
6842:(5): 1205–1223.
6827:
6821:
6820:
6818:
6817:
6778:
6772:
6771:
6734:
6728:
6727:
6716:10.1037/a0014838
6699:
6693:
6692:
6690:
6666:
6657:
6656:
6640:
6630:
6624:
6623:
6605:
6587:
6578:
6569:
6568:
6542:
6533:
6527:
6526:
6516:
6492:
6486:
6485:
6480:. Archived from
6462:10.1037/a0033238
6441:
6435:
6434:
6424:
6414:
6390:
6384:
6383:
6373:
6353:
6347:
6346:
6320:
6311:(6): 1017–1063.
6300:
6294:
6293:
6283:
6263:
6257:
6256:
6228:
6222:
6221:
6203:
6183:
6177:
6176:
6150:
6130:
6124:
6123:
6087:
6081:
6080:
6078:
6072:. Archived from
6047:
6038:
6032:
6031:
6029:
6028:
6019:. Archived from
5996:
5990:
5989:
5969:
5963:
5962:
5942:
5932:
5926:
5925:
5893:
5887:
5886:
5876:
5866:
5834:
5823:
5822:
5793:
5787:
5786:
5776:
5744:
5738:
5737:
5717:
5711:
5710:
5674:
5668:
5667:
5647:
5641:
5640:
5604:
5598:
5597:
5561:
5555:
5554:
5530:
5522:
5516:
5515:
5489:
5483:
5482:
5470:
5464:
5463:
5453:
5429:
5423:
5422:
5412:
5388:
5382:
5381:
5355:
5349:
5348:
5328:
5322:
5321:
5319:
5310:
5304:
5303:
5267:
5261:
5260:
5250:
5240:
5216:
5210:
5209:
5207:
5206:
5197:. Archived from
5190:
5184:
5183:
5173:
5145:
5139:
5138:
5136:
5112:
5106:
5105:
5095:
5085:
5061:
5055:
5054:
5036:
5030:
5029:
5011:
5005:
5004:
5002:
4978:
4972:
4971:
4952:
4946:
4945:
4909:
4903:
4902:
4884:
4878:
4877:
4857:
4851:
4850:
4822:
4816:
4815:
4797:
4791:
4790:
4772:
4766:
4765:
4747:
4741:
4740:
4714:
4708:
4707:
4705:
4695:
4689:
4688:
4680:
4674:
4673:
4665:
4659:
4658:
4650:
4644:
4643:
4617:
4599:
4590:
4584:
4583:
4557:
4551:
4550:
4524:
4518:
4516:
4508:
4502:
4501:
4493:
4487:
4485:
4477:
4471:
4469:
4461:
4455:
4454:
4446:
4440:
4439:
4413:
4404:
4398:
4397:
4379:
4373:
4372:
4356:
4346:
4340:
4338:
4337:
4332:
4331:
4325:
4319:
4318:
4316:
4315:
4291:
4285:
4278:
4272:
4271:
4252:. Plenum Press.
4245:
4239:
4238:
4220:
4196:
4190:
4189:
4179:
4169:
4137:
4131:
4130:
4128:
4126:
4097:
4084:
4078:
4077:
4075:
4073:
4060:
4042:
4029:
4023:
4022:
4012:
3980:
3971:
3970:
3960:
3920:
3911:
3910:
3866:
3857:
3856:
3820:
3811:
3810:
3766:
3760:
3759:
3715:
3709:
3708:
3690:
3670:
3664:
3663:
3661:
3638:
3632:
3625:
3619:
3618:
3600:
3591:
3585:
3584:
3548:
3542:
3541:
3515:
3509:
3508:
3482:
3476:
3475:
3473:
3472:
3466:
3460:. Archived from
3451:
3428:Psychon Bull Rev
3425:
3416:
3410:
3409:
3375:
3373:10.1.1.1014.4819
3357:
3348:
3342:
3341:
3321:
3315:
3314:
3288:
3282:
3281:
3247:
3241:
3240:
3230:
3213:(1563): 436–43.
3198:
3192:
3191:
3165:
3159:
3158:
3132:
3126:
3125:
3107:
3101:
3100:
3056:
3045:
3044:
3018:
3012:
3011:
3009:
3008:
3002:Psychology Today
2994:
2988:
2987:
2985:
2984:
2965:
2959:
2958:
2956:
2955:
2949:Psychology Today
2941:
2935:
2934:
2932:
2931:
2925:Psychology Today
2917:
2911:
2910:
2908:
2907:
2884:
2878:
2877:
2851:
2842:
2841:
2829:
2819:
2813:
2812:
2794:
2788:
2787:
2755:
2749:
2748:
2746:
2744:
2732:
2726:
2725:
2716:
2707:
2706:
2686:
2676:
2670:
2669:
2643:
2637:
2636:
2610:
2590:
2584:
2583:
2557:
2548:
2542:
2541:
2507:
2498:
2492:
2491:
2467:
2461:
2460:
2439:
2433:
2432:
2411:
2405:
2404:
2368:
2362:
2361:
2343:
2337:
2336:
2334:
2332:
2326:
2320:. Archived from
2315:
2306:
2300:
2299:
2283:
2273:
2267:
2266:
2230:
2224:
2223:
2221:
2219:
2195:
2005:
1998:
1994:
1991:
1985:
1954:
1946:
1926:semantic parsers
1922:machine learning
1782:verbal dyspraxia
1641:sensitive period
1613:Sensitive period
1519:psycholinguistic
1238:Brian MacWhinney
1206:Melissa Bowerman
890:always precedes
836:to communicate.
811:
804:
797:
781:
780:
779:
680:Infant and child
520:
495:
494:
485:
478:
471:
457:
403:LGBT linguistics
393:Internationalism
368:Compositionality
229:Sociolinguistics
204:Neurolinguistics
199:Interlinguistics
184:Ethnomethodology
26:
25:
9484:
9483:
9479:
9478:
9477:
9475:
9474:
9473:
9454:
9453:
9452:
9447:
9389:
9375:Neoevolutionism
9282:
9266:Species complex
9231:Group selection
9169:Research topics
9164:
9140:Neuropsychology
9042:
9028:Substance abuse
8950:Sex differences
8944:
8858:Coolidge effect
8819:
8731:Neuroergonomics
8696:
8687:
8611:
8513:
8447:Folk psychology
8328:
8312:
8182:
8175:
8118:
8113:
8059:
8058:
8057:
8042:
8041:
8037:
8030:
8012:
7661:
7659:Further reading
7656:
7655:
7646:
7642:
7602:
7596:
7592:
7586:Wayback Machine
7572:
7568:
7544:10.1.1.136.1291
7527:
7523:
7492:
7488:
7477:
7473:
7436:
7432:
7393:
7389:
7378:
7374:
7343:
7339:
7328:
7324:
7301:
7297:
7290:
7276:
7272:
7265:
7251:
7247:
7206:
7202:
7195:
7181:
7177:
7170:
7156:
7152:
7121:
7117:
7076:
7072:
7041:
7037:
6996:
6992:
6961:
6957:
6916:
6912:
6897:
6877:
6873:
6828:
6824:
6815:
6813:
6803:
6779:
6775:
6735:
6731:
6700:
6696:
6667:
6660:
6653:
6631:
6627:
6603:10.1.1.184.4759
6585:
6579:
6572:
6540:
6534:
6530:
6493:
6489:
6442:
6438:
6391:
6387:
6371:10.1.1.218.7981
6354:
6350:
6318:10.1.1.639.8919
6301:
6297:
6264:
6260:
6229:
6225:
6201:10.1.1.531.1228
6184:
6180:
6148:10.1.1.330.5309
6131:
6127:
6088:
6084:
6076:
6045:
6039:
6035:
6026:
6024:
5997:
5993:
5970:
5966:
5951:
5933:
5929:
5894:
5890:
5835:
5826:
5794:
5790:
5745:
5741:
5718:
5714:
5675:
5671:
5648:
5644:
5605:
5601:
5562:
5558:
5551:
5523:
5519:
5504:
5490:
5486:
5481:(2nd ed.).
5471:
5467:
5430:
5426:
5389:
5385:
5378:
5356:
5352:
5345:
5329:
5325:
5317:
5311:
5307:
5268:
5264:
5217:
5213:
5204:
5202:
5191:
5187:
5146:
5142:
5113:
5109:
5062:
5058:
5051:
5037:
5033:
5026:
5012:
5008:
4979:
4975:
4968:
4953:
4949:
4910:
4906:
4899:
4885:
4881:
4868:(1–4): 81–112.
4858:
4854:
4823:
4819:
4812:
4798:
4794:
4787:
4773:
4769:
4762:
4748:
4744:
4729:
4715:
4711:
4696:
4692:
4681:
4677:
4666:
4662:
4651:
4647:
4615:10.1.1.466.3904
4597:
4591:
4587:
4572:
4558:
4554:
4539:
4525:
4521:
4509:
4505:
4494:
4490:
4478:
4474:
4462:
4458:
4447:
4443:
4411:
4405:
4401:
4394:
4380:
4376:
4369:
4347:
4343:
4326:
4322:
4313:
4311:
4292:
4288:
4279:
4275:
4260:
4246:
4242:
4197:
4193:
4152:(41): 17284–9.
4138:
4134:
4124:
4122:
4095:
4085:
4081:
4071:
4069:
4040:
4030:
4026:
3981:
3974:
3921:
3914:
3867:
3860:
3821:
3814:
3767:
3763:
3716:
3712:
3688:10.1.1.127.3083
3671:
3667:
3659:10.1.1.401.2561
3646:Geoffrey Pullum
3639:
3635:
3626:
3622:
3598:
3592:
3588:
3549:
3545:
3530:
3516:
3512:
3497:
3483:
3479:
3470:
3468:
3464:
3423:
3417:
3413:
3355:
3349:
3345:
3322:
3318:
3303:
3289:
3285:
3278:
3248:
3244:
3199:
3195:
3180:
3166:
3162:
3147:
3133:
3129:
3122:
3108:
3104:
3057:
3048:
3033:
3019:
3015:
3006:
3004:
2996:
2995:
2991:
2982:
2980:
2967:
2966:
2962:
2953:
2951:
2943:
2942:
2938:
2929:
2927:
2919:
2918:
2914:
2905:
2903:
2885:
2881:
2866:
2852:
2845:
2838:
2820:
2816:
2809:
2795:
2791:
2756:
2752:
2742:
2740:
2733:
2729:
2718:
2717:
2710:
2695:
2677:
2673:
2658:
2644:
2640:
2608:10.1.1.385.5620
2591:
2587:
2555:
2549:
2545:
2505:
2499:
2495:
2468:
2464:
2457:
2440:
2436:
2429:
2412:
2408:
2369:
2365:
2358:
2344:
2340:
2330:
2328:
2324:
2313:
2307:
2303:
2296:
2274:
2270:
2231:
2227:
2217:
2215:
2196:
2189:
2184:
2179:
2175:Spoken language
2080:Creole language
2070:
2062:critical period
2040:
2031:
2015:manual babbling
2006:
1995:
1989:
1986:
1971:
1955:
1944:
1938:
1914:
1908:
1848:differences in
1840:
1828:temporal cortex
1820:Wernicke's area
1801:premotor cortex
1797:Kuniyoshi Sakai
1769:
1724:
1695:
1689:
1625:
1617:Main articles:
1615:
1602:
1507:
1457:
1451:
1438:irregular verbs
1408:
1377:
1371:
1354:
1348:
1312:
1271:
1265:
1250:Geoffrey Pullum
1226:Elizabeth Bates
1177:
1149:
1111:
1103:critical period
1044:
994:Verbal Behavior
939:
911:native language
877:complementation
815:
777:
775:
722:
577:
561:
550:
510:and development
509:
489:
448:
447:
358:
350:
349:
261:
253:
252:
248:Writing systems
139:Anthropological
129:
121:
120:
71:
63:
24:
17:
12:
11:
5:
9482:
9472:
9471:
9466:
9449:
9448:
9446:
9445:
9432:
9419:
9406:
9398:
9395:
9394:
9391:
9390:
9388:
9387:
9382:
9377:
9372:
9367:
9362:
9357:
9352:
9351:
9350:
9345:
9340:
9335:
9330:
9325:
9320:
9315:
9310:
9296:
9290:
9288:
9284:
9283:
9281:
9280:
9279:
9278:
9273:
9268:
9263:
9258:
9253:
9248:
9243:
9238:
9233:
9228:
9223:
9218:
9213:
9203:
9198:
9193:
9188:
9183:
9178:
9172:
9170:
9166:
9165:
9163:
9162:
9157:
9152:
9147:
9142:
9137:
9132:
9127:
9122:
9117:
9112:
9107:
9102:
9097:
9080:
9071:
9061:
9059:
9052:
9048:
9047:
9044:
9043:
9041:
9040:
9035:
9030:
9025:
9020:
9015:
9010:
9005:
9000:
8995:
8990:
8985:
8980:
8975:
8970:
8965:
8960:
8954:
8952:
8946:
8945:
8943:
8942:
8937:
8932:
8919:
8910:
8905:
8900:
8895:
8890:
8885:
8880:
8875:
8870:
8865:
8860:
8855:
8850:
8845:
8840:
8835:
8829:
8827:
8821:
8820:
8818:
8817:
8816:
8815:
8810:
8805:
8800:
8790:
8785:
8780:
8775:
8770:
8765:
8760:
8758:Mind-blindness
8755:
8750:
8745:
8740:
8735:
8734:
8733:
8728:
8723:
8718:
8713:
8702:
8700:
8689:
8688:
8686:
8685:
8680:
8675:
8670:
8665:
8660:
8655:
8650:
8645:
8632:
8627:
8621:
8619:
8613:
8612:
8610:
8609:
8604:
8603:
8602:
8592:
8591:
8590:
8580:
8579:
8578:
8573:
8568:
8558:
8553:
8552:
8551:
8541:
8540:
8539:
8534:
8523:
8521:
8515:
8514:
8512:
8511:
8510:
8509:
8504:
8499:
8489:
8484:
8479:
8470:
8469:
8468:
8463:
8453:
8451:theory of mind
8444:
8435:
8434:
8433:
8428:
8423:
8413:
8408:
8403:
8398:
8397:
8396:
8391:
8386:
8381:
8376:
8362:
8357:
8356:
8355:
8350:
8345:
8334:
8332:
8318:
8314:
8313:
8311:
8310:
8305:
8304:
8303:
8298:
8293:
8284:
8274:
8273:
8272:
8262:
8257:
8252:
8247:
8246:
8245:
8235:
8230:
8225:
8220:
8218:Baldwin effect
8215:
8214:
8213:
8208:
8203:
8193:
8187:
8185:
8177:
8176:
8174:
8173:
8168:
8167:
8166:
8161:
8156:
8151:
8146:
8136:
8135:
8134:
8123:
8120:
8119:
8112:
8111:
8104:
8097:
8089:
8083:
8082:
8071:
8066:
8056:
8055:
8050:
8044:
8043:
8032:
8031:
8029:
8028:External links
8026:
8025:
8024:
8010:
7993:
7950:
7915:
7872:
7835:
7828:
7802:(1–2): 67–99.
7791:
7748:
7705:
7660:
7657:
7654:
7653:
7640:
7613:(7): 335–344.
7590:
7566:
7537:(4): 417–449.
7521:
7486:
7471:
7450:(6): 703–735.
7444:First Language
7430:
7403:(3): 454–479.
7387:
7382:Language Death
7372:
7337:
7322:
7295:
7288:
7270:
7263:
7245:
7200:
7193:
7175:
7168:
7150:
7131:(2): 235–261.
7115:
7086:(5): 429–492.
7070:
7049:First Language
7035:
6990:
6971:(4): 199–200.
6955:
6920:First Language
6910:
6895:
6871:
6822:
6801:
6773:
6729:
6710:(2): 592–596.
6694:
6658:
6651:
6625:
6596:(2): 211–240.
6570:
6551:(2): 131–143.
6528:
6507:(3): 283–305.
6487:
6484:on 2020-07-27.
6456:(2): 336–348.
6436:
6385:
6358:Neurocomputing
6348:
6295:
6281:10.1.1.61.2924
6258:
6239:(5): 732–746.
6223:
6178:
6141:(6): 263–268.
6125:
6098:(2): 267–333.
6082:
6079:on 2011-06-05.
6056:(4): 513–543.
6033:
6011:(2): 200–213.
5991:
5980:(3): 286–306.
5964:
5949:
5927:
5908:(3): 380–420.
5888:
5824:
5805:(3): 488–503.
5788:
5759:(2): 156–160.
5739:
5728:(4): 495–500.
5712:
5685:(3): 220–224.
5669:
5658:(2): 133–150.
5642:
5599:
5572:(2): 143–178.
5556:
5549:
5537:Second Edition
5517:
5502:
5484:
5465:
5424:
5383:
5376:
5350:
5343:
5323:
5305:
5278:(2): F13–F21.
5262:
5211:
5193:Nadia, Steve.
5185:
5156:(3): 653–682.
5140:
5107:
5070:Front. Psychol
5056:
5049:
5031:
5024:
5006:
4973:
4966:
4947:
4920:(2): 382–415.
4904:
4897:
4879:
4852:
4817:
4810:
4792:
4785:
4767:
4760:
4742:
4727:
4709:
4690:
4675:
4660:
4645:
4585:
4570:
4552:
4537:
4519:
4503:
4488:
4472:
4456:
4441:
4399:
4392:
4374:
4367:
4341:
4320:
4286:
4273:
4258:
4240:
4211:(3): 637–652.
4191:
4132:
4106:(6): 853–873.
4079:
4051:(2): 277–310.
4024:
3972:
3912:
3858:
3831:(4): 110–114.
3812:
3777:(2): 234–272.
3761:
3710:
3681:(4): 523–568.
3665:
3642:Barbara Scholz
3633:
3620:
3609:(4): 620–631.
3586:
3543:
3528:
3510:
3495:
3477:
3411:
3343:
3332:(1–2): 61–82.
3316:
3301:
3283:
3276:
3242:
3193:
3178:
3160:
3145:
3127:
3120:
3102:
3046:
3031:
3013:
2989:
2960:
2936:
2912:
2879:
2864:
2843:
2837:978-0863772382
2836:
2814:
2807:
2789:
2776:10.2307/411334
2750:
2727:
2708:
2693:
2671:
2656:
2638:
2601:(4): 1357–92.
2585:
2566:(3): 183–205.
2543:
2493:
2482:(3): 227–244.
2462:
2455:
2434:
2427:
2406:
2379:(1): 161–179.
2363:
2356:
2338:
2301:
2294:
2268:
2247:10.1002/wcs.39
2241:(5): 677–684.
2225:
2186:
2185:
2183:
2180:
2178:
2177:
2172:
2167:
2162:
2157:
2152:
2147:
2142:
2137:
2132:
2127:
2122:
2117:
2112:
2107:
2102:
2097:
2095:Fis phenomenon
2092:
2087:
2082:
2077:
2071:
2069:
2066:
2039:
2036:
2030:
2027:
2008:
2007:
1958:
1956:
1949:
1940:Main article:
1937:
1934:
1907:
1904:
1839:
1836:
1824:frontal cortex
1768:
1765:
1747:while meaning
1733:mental lexicon
1723:
1720:
1691:Main article:
1688:
1685:
1614:
1611:
1601:
1598:
1555:conversational
1506:
1503:
1495:Eric Lenneberg
1450:
1447:
1407:
1404:
1373:Main article:
1370:
1367:
1350:Main article:
1347:
1344:
1318:of elementary
1311:
1308:
1275:Elissa Newport
1267:Main article:
1264:
1261:
1246:Barbara Scholz
1230:Catherine Snow
1176:
1173:
1148:
1145:
1110:
1107:
1043:
1040:
979:Proponents of
938:
935:
873:relativization
817:
816:
814:
813:
806:
799:
791:
788:
787:
786:
785:
770:
769:
768:
767:
762:
757:
752:
747:
742:
737:
732:
724:
723:
718:
715:
714:
713:
712:
707:
702:
697:
692:
687:
682:
677:
669:
668:
662:
661:
660:
659:
654:
649:
644:
639:
634:
629:
624:
619:
611:
610:
606:
605:
604:
603:
598:
593:
588:
583:
578:
572:
567:
562:
556:
551:
545:
540:
535:
527:
526:
522:
521:
513:
512:
504:
503:
491:
490:
488:
487:
480:
473:
465:
462:
461:
450:
449:
446:
445:
440:
435:
430:
428:Prescriptivism
425:
420:
415:
410:
405:
400:
395:
390:
385:
380:
375:
370:
365:
359:
356:
355:
352:
351:
348:
347:
342:
341:
340:
335:
330:
325:
320:
315:
310:
305:
295:
294:
293:
288:
283:
278:
273:
262:
259:
258:
255:
254:
251:
250:
245:
236:
231:
226:
221:
216:
211:
206:
201:
196:
191:
186:
181:
176:
171:
166:
161:
156:
151:
146:
141:
136:
130:
127:
126:
123:
122:
119:
118:
113:
108:
103:
98:
93:
88:
83:
78:
72:
69:
68:
65:
64:
62:
61:
56:
51:
45:
42:
41:
35:
34:
15:
9:
6:
4:
3:
2:
9481:
9470:
9467:
9465:
9462:
9461:
9459:
9444:
9443:
9437:
9433:
9431:
9430:
9424:
9420:
9418:
9417:
9407:
9405:
9404:
9400:
9399:
9396:
9386:
9383:
9381:
9378:
9376:
9373:
9371:
9370:Neo-Darwinism
9368:
9366:
9363:
9361:
9358:
9356:
9355:Functionalism
9353:
9349:
9346:
9344:
9341:
9339:
9336:
9334:
9331:
9329:
9326:
9324:
9321:
9319:
9316:
9314:
9313:Connectionism
9311:
9309:
9306:
9305:
9304:
9303:indeterminism
9300:
9297:
9295:
9292:
9291:
9289:
9285:
9277:
9274:
9272:
9269:
9267:
9264:
9262:
9259:
9257:
9254:
9252:
9249:
9247:
9244:
9242:
9239:
9237:
9234:
9232:
9229:
9227:
9224:
9222:
9219:
9217:
9214:
9212:
9209:
9208:
9207:
9204:
9202:
9199:
9197:
9194:
9192:
9189:
9187:
9184:
9182:
9179:
9177:
9174:
9173:
9171:
9167:
9161:
9158:
9156:
9153:
9151:
9148:
9146:
9143:
9141:
9138:
9136:
9133:
9131:
9128:
9126:
9123:
9121:
9118:
9116:
9113:
9111:
9108:
9106:
9103:
9101:
9098:
9096:
9092:
9088:
9084:
9081:
9079:
9075:
9072:
9070:
9066:
9063:
9062:
9060:
9056:
9053:
9049:
9039:
9036:
9034:
9031:
9029:
9026:
9024:
9023:Schizophrenia
9021:
9019:
9016:
9014:
9011:
9009:
9008:Mental health
9006:
9004:
9001:
8999:
8996:
8994:
8991:
8989:
8986:
8984:
8981:
8979:
8976:
8974:
8971:
8969:
8966:
8964:
8961:
8959:
8956:
8955:
8953:
8951:
8947:
8941:
8938:
8936:
8933:
8931:
8927:
8923:
8920:
8918:
8914:
8911:
8909:
8906:
8904:
8901:
8899:
8896:
8894:
8891:
8889:
8886:
8884:
8883:Mate guarding
8881:
8879:
8876:
8874:
8871:
8869:
8866:
8864:
8861:
8859:
8856:
8854:
8851:
8849:
8846:
8844:
8843:Age disparity
8841:
8839:
8836:
8834:
8831:
8830:
8828:
8826:
8822:
8814:
8811:
8809:
8806:
8804:
8801:
8799:
8796:
8795:
8794:
8791:
8789:
8786:
8784:
8781:
8779:
8776:
8774:
8773:Schizophrenia
8771:
8769:
8766:
8764:
8761:
8759:
8756:
8754:
8751:
8749:
8746:
8744:
8741:
8739:
8736:
8732:
8729:
8727:
8724:
8722:
8719:
8717:
8714:
8712:
8709:
8708:
8707:
8704:
8703:
8701:
8699:
8698:Mental health
8694:
8693:Human factors
8690:
8684:
8683:Socialization
8681:
8679:
8676:
8674:
8671:
8669:
8666:
8664:
8661:
8659:
8656:
8654:
8651:
8649:
8646:
8644:
8643:paternal bond
8640:
8636:
8633:
8631:
8628:
8626:
8623:
8622:
8620:
8618:
8614:
8608:
8605:
8601:
8598:
8597:
8596:
8593:
8589:
8586:
8585:
8584:
8581:
8577:
8574:
8572:
8569:
8567:
8564:
8563:
8562:
8559:
8557:
8554:
8550:
8547:
8546:
8545:
8542:
8538:
8535:
8533:
8530:
8529:
8528:
8525:
8524:
8522:
8520:
8516:
8508:
8507:NaĂŻve physics
8505:
8503:
8500:
8498:
8495:
8494:
8493:
8490:
8488:
8485:
8483:
8480:
8478:
8474:
8473:Motor control
8471:
8467:
8464:
8462:
8459:
8458:
8457:
8454:
8452:
8448:
8445:
8443:
8439:
8436:
8432:
8431:Ophidiophobia
8429:
8427:
8424:
8422:
8421:Arachnophobia
8419:
8418:
8417:
8414:
8412:
8409:
8407:
8404:
8402:
8399:
8395:
8392:
8390:
8387:
8385:
8382:
8380:
8377:
8375:
8372:
8371:
8370:
8366:
8363:
8361:
8358:
8354:
8351:
8349:
8348:Display rules
8346:
8344:
8341:
8340:
8339:
8336:
8335:
8333:
8331:
8326:
8322:
8319:
8315:
8309:
8306:
8302:
8299:
8297:
8294:
8292:
8288:
8285:
8283:
8280:
8279:
8278:
8275:
8271:
8268:
8267:
8266:
8263:
8261:
8258:
8256:
8253:
8251:
8250:Kin selection
8248:
8244:
8241:
8240:
8239:
8236:
8234:
8231:
8229:
8226:
8224:
8221:
8219:
8216:
8212:
8209:
8207:
8204:
8202:
8199:
8198:
8197:
8194:
8192:
8189:
8188:
8186:
8184:
8178:
8172:
8169:
8165:
8162:
8160:
8157:
8155:
8152:
8150:
8147:
8145:
8144:Adaptationism
8142:
8141:
8140:
8137:
8133:
8130:
8129:
8128:
8125:
8124:
8121:
8117:
8110:
8105:
8103:
8098:
8096:
8091:
8090:
8087:
8081:
8078:
8077:
8072:
8070:
8067:
8064:
8061:
8060:
8054:
8051:
8049:
8046:
8045:
8040:
8035:
8021:
8017:
8013:
8007:
8002:
8001:
7994:
7990:
7986:
7981:
7976:
7972:
7968:
7965:(6): 511–23.
7964:
7960:
7956:
7951:
7947:
7943:
7938:
7933:
7929:
7925:
7921:
7916:
7912:
7908:
7903:
7898:
7894:
7890:
7887:(3): 427–59.
7886:
7882:
7878:
7873:
7869:
7865:
7861:
7857:
7853:
7849:
7845:
7841:
7836:
7833:
7829:
7825:
7821:
7817:
7813:
7809:
7805:
7801:
7797:
7792:
7788:
7784:
7779:
7774:
7770:
7766:
7762:
7758:
7754:
7749:
7745:
7741:
7736:
7731:
7727:
7723:
7720:(5): 713–27.
7719:
7715:
7711:
7706:
7702:
7698:
7693:
7688:
7684:
7680:
7676:
7672:
7668:
7663:
7662:
7650:
7644:
7636:
7632:
7628:
7624:
7620:
7616:
7612:
7608:
7601:
7594:
7587:
7583:
7580:
7576:
7570:
7562:
7558:
7554:
7550:
7545:
7540:
7536:
7532:
7525:
7517:
7513:
7509:
7505:
7501:
7497:
7490:
7482:
7475:
7467:
7463:
7458:
7453:
7449:
7445:
7441:
7434:
7426:
7422:
7418:
7414:
7410:
7406:
7402:
7398:
7391:
7383:
7376:
7368:
7364:
7360:
7356:
7352:
7348:
7341:
7333:
7326:
7318:
7314:
7310:
7306:
7299:
7291:
7289:9789027234797
7285:
7281:
7274:
7266:
7260:
7256:
7249:
7241:
7237:
7232:
7227:
7223:
7219:
7215:
7211:
7204:
7196:
7194:9789027234797
7190:
7186:
7179:
7171:
7169:9789027234797
7165:
7161:
7154:
7146:
7142:
7138:
7134:
7130:
7126:
7119:
7111:
7107:
7102:
7097:
7093:
7089:
7085:
7081:
7074:
7066:
7062:
7058:
7054:
7050:
7046:
7039:
7031:
7027:
7022:
7017:
7013:
7009:
7005:
7001:
6994:
6986:
6982:
6978:
6974:
6970:
6966:
6959:
6951:
6947:
6942:
6937:
6933:
6929:
6925:
6921:
6914:
6906:
6902:
6898:
6892:
6888:
6884:
6883:
6875:
6867:
6863:
6858:
6853:
6849:
6845:
6841:
6837:
6833:
6826:
6812:
6808:
6804:
6802:9781315110622
6798:
6794:
6790:
6786:
6785:
6777:
6769:
6765:
6761:
6757:
6753:
6749:
6745:
6741:
6733:
6725:
6721:
6717:
6713:
6709:
6705:
6698:
6689:
6684:
6680:
6676:
6672:
6665:
6663:
6654:
6648:
6644:
6639:
6638:
6629:
6621:
6617:
6613:
6609:
6604:
6599:
6595:
6591:
6584:
6577:
6575:
6566:
6562:
6558:
6554:
6550:
6546:
6539:
6532:
6524:
6520:
6515:
6510:
6506:
6502:
6498:
6491:
6483:
6479:
6475:
6471:
6467:
6463:
6459:
6455:
6451:
6447:
6440:
6432:
6428:
6423:
6418:
6413:
6408:
6404:
6400:
6396:
6389:
6381:
6377:
6372:
6367:
6363:
6359:
6352:
6344:
6340:
6336:
6332:
6328:
6324:
6319:
6314:
6310:
6306:
6299:
6291:
6287:
6282:
6277:
6273:
6269:
6262:
6254:
6250:
6246:
6242:
6238:
6234:
6227:
6219:
6215:
6211:
6207:
6202:
6197:
6194:(6): 819–65.
6193:
6189:
6182:
6174:
6170:
6166:
6162:
6158:
6154:
6149:
6144:
6140:
6136:
6129:
6121:
6117:
6113:
6109:
6105:
6101:
6097:
6093:
6086:
6075:
6071:
6067:
6063:
6059:
6055:
6051:
6044:
6037:
6023:on 2012-08-17
6022:
6018:
6014:
6010:
6006:
6002:
5995:
5987:
5983:
5979:
5975:
5968:
5960:
5956:
5952:
5946:
5941:
5940:
5931:
5923:
5919:
5915:
5911:
5907:
5903:
5899:
5892:
5884:
5880:
5875:
5870:
5865:
5860:
5856:
5852:
5848:
5844:
5840:
5833:
5831:
5829:
5820:
5816:
5812:
5808:
5804:
5800:
5792:
5784:
5780:
5775:
5770:
5766:
5762:
5758:
5754:
5753:Acta Paediatr
5750:
5743:
5735:
5731:
5727:
5723:
5716:
5708:
5704:
5700:
5696:
5692:
5688:
5684:
5680:
5673:
5665:
5661:
5657:
5653:
5646:
5638:
5634:
5630:
5626:
5622:
5618:
5614:
5610:
5603:
5595:
5591:
5587:
5583:
5579:
5575:
5571:
5567:
5560:
5552:
5550:9781429237192
5546:
5542:
5538:
5534:
5529:
5521:
5513:
5509:
5505:
5499:
5495:
5488:
5480:
5476:
5469:
5461:
5457:
5452:
5447:
5443:
5439:
5435:
5428:
5420:
5416:
5411:
5406:
5402:
5398:
5394:
5387:
5379:
5373:
5369:
5365:
5361:
5354:
5346:
5344:9781400854677
5340:
5336:
5335:
5327:
5316:
5309:
5301:
5297:
5293:
5289:
5285:
5281:
5277:
5273:
5266:
5258:
5254:
5249:
5244:
5239:
5234:
5230:
5226:
5222:
5215:
5201:on 2019-06-30
5200:
5196:
5189:
5181:
5177:
5172:
5167:
5163:
5159:
5155:
5151:
5144:
5135:
5130:
5126:
5122:
5118:
5111:
5103:
5099:
5094:
5089:
5084:
5079:
5075:
5071:
5067:
5060:
5052:
5050:9789027234797
5046:
5042:
5035:
5027:
5025:9789027234797
5021:
5017:
5010:
5001:
4996:
4992:
4988:
4984:
4977:
4969:
4967:9783110195590
4963:
4959:
4951:
4943:
4939:
4935:
4931:
4927:
4923:
4919:
4915:
4908:
4900:
4898:9780415738026
4894:
4890:
4883:
4875:
4871:
4867:
4863:
4856:
4848:
4844:
4840:
4836:
4832:
4828:
4821:
4813:
4807:
4803:
4796:
4788:
4782:
4778:
4771:
4763:
4761:9780226481289
4757:
4753:
4746:
4738:
4734:
4730:
4724:
4720:
4713:
4704:
4703:
4694:
4686:
4679:
4671:
4664:
4656:
4649:
4641:
4637:
4633:
4629:
4625:
4621:
4616:
4611:
4607:
4603:
4596:
4589:
4581:
4577:
4573:
4567:
4563:
4556:
4548:
4544:
4540:
4534:
4530:
4523:
4514:
4507:
4499:
4492:
4483:
4476:
4467:
4460:
4452:
4445:
4437:
4433:
4429:
4425:
4421:
4417:
4410:
4403:
4395:
4389:
4386:. Blackwell.
4385:
4378:
4370:
4364:
4360:
4355:
4354:
4345:
4324:
4310:on 2019-08-29
4309:
4305:
4301:
4297:
4290:
4283:
4277:
4269:
4265:
4261:
4255:
4251:
4244:
4236:
4232:
4228:
4224:
4219:
4214:
4210:
4206:
4202:
4195:
4187:
4183:
4178:
4173:
4168:
4163:
4159:
4155:
4151:
4147:
4143:
4136:
4121:
4117:
4113:
4109:
4105:
4101:
4094:
4090:
4087:Jones, Gary;
4083:
4068:
4064:
4059:
4054:
4050:
4046:
4039:
4035:
4028:
4020:
4016:
4011:
4006:
4002:
3998:
3995:(2): 284–91.
3994:
3990:
3986:
3979:
3977:
3968:
3964:
3959:
3954:
3950:
3946:
3942:
3938:
3934:
3930:
3926:
3919:
3917:
3908:
3904:
3900:
3896:
3892:
3888:
3884:
3880:
3876:
3872:
3865:
3863:
3854:
3850:
3846:
3842:
3838:
3834:
3830:
3826:
3819:
3817:
3808:
3804:
3800:
3796:
3792:
3788:
3784:
3780:
3776:
3772:
3765:
3757:
3753:
3749:
3745:
3741:
3737:
3733:
3729:
3725:
3721:
3714:
3706:
3702:
3698:
3694:
3689:
3684:
3680:
3676:
3669:
3660:
3655:
3651:
3647:
3643:
3637:
3630:
3624:
3616:
3612:
3608:
3604:
3597:
3590:
3582:
3578:
3574:
3570:
3566:
3562:
3558:
3554:
3547:
3539:
3535:
3531:
3525:
3521:
3514:
3506:
3502:
3498:
3492:
3488:
3481:
3467:on 2017-08-13
3463:
3459:
3455:
3450:
3445:
3441:
3437:
3434:(2): 344–80.
3433:
3429:
3422:
3415:
3407:
3403:
3399:
3395:
3391:
3387:
3383:
3379:
3374:
3369:
3365:
3361:
3354:
3347:
3339:
3335:
3331:
3327:
3320:
3312:
3308:
3304:
3302:9780511576164
3298:
3294:
3287:
3279:
3277:9780199573776
3273:
3269:
3265:
3261:
3257:
3253:
3246:
3238:
3234:
3229:
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3208:
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3197:
3189:
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3175:
3171:
3164:
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3152:
3148:
3142:
3138:
3131:
3123:
3121:9780511803413
3117:
3113:
3106:
3098:
3094:
3090:
3086:
3082:
3078:
3074:
3070:
3066:
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3055:
3053:
3051:
3042:
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3034:
3028:
3024:
3017:
3003:
2999:
2993:
2979:on 2021-04-15
2978:
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2898:
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2833:
2828:
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2818:
2810:
2804:
2800:
2793:
2785:
2781:
2777:
2773:
2769:
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2754:
2738:
2731:
2723:
2722:
2715:
2713:
2704:
2700:
2696:
2690:
2685:
2684:
2675:
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2663:
2659:
2653:
2649:
2642:
2634:
2630:
2626:
2622:
2618:
2614:
2609:
2604:
2600:
2596:
2589:
2581:
2577:
2573:
2569:
2565:
2561:
2554:
2547:
2539:
2535:
2531:
2527:
2523:
2519:
2515:
2511:
2504:
2497:
2489:
2485:
2481:
2477:
2473:
2466:
2458:
2452:
2448:
2444:
2438:
2430:
2428:9780511519789
2424:
2420:
2416:
2410:
2402:
2398:
2394:
2390:
2386:
2382:
2378:
2374:
2367:
2359:
2357:9780916950019
2353:
2349:
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2323:
2319:
2312:
2305:
2297:
2291:
2287:
2282:
2281:
2272:
2264:
2260:
2256:
2252:
2248:
2244:
2240:
2236:
2229:
2213:
2209:
2205:
2201:
2194:
2192:
2187:
2176:
2173:
2171:
2168:
2166:
2163:
2161:
2158:
2156:
2153:
2151:
2148:
2146:
2143:
2141:
2138:
2136:
2133:
2131:
2128:
2126:
2123:
2121:
2118:
2116:
2113:
2111:
2108:
2106:
2103:
2101:
2098:
2096:
2093:
2091:
2088:
2086:
2083:
2081:
2078:
2076:
2073:
2072:
2065:
2063:
2058:
2052:
2048:
2045:
2035:
2026:
2024:
2020:
2016:
2004:
2001:
1993:
1983:
1979:
1975:
1969:
1968:
1964:
1959:This section
1957:
1953:
1948:
1947:
1943:
1933:
1931:
1927:
1923:
1919:
1913:
1903:
1901:
1897:
1891:
1887:
1884:
1880:
1875:
1870:
1865:
1862:
1861:laryngealized
1858:
1853:
1851:
1846:
1835:
1833:
1829:
1825:
1821:
1817:
1812:
1810:
1806:
1802:
1798:
1794:
1790:
1785:
1783:
1777:
1775:
1764:
1761:
1757:
1752:
1750:
1746:
1742:
1738:
1734:
1730:
1719:
1717:
1711:
1707:
1705:
1701:
1694:
1680:
1676:
1672:
1670:
1664:
1661:
1655:
1653:
1650:
1644:
1642:
1638:
1634:
1630:
1624:
1620:
1610:
1607:
1597:
1594:
1589:
1585:
1579:
1577:
1573:
1569:
1565:
1559:
1556:
1552:
1548:
1544:
1540:
1536:
1531:
1529:
1525:
1520:
1516:
1512:
1502:
1500:
1496:
1492:
1487:
1484:
1479:
1474:
1472:
1471:
1464:
1462:
1456:
1446:
1443:
1439:
1434:
1430:
1426:
1422:
1418:
1417:All-gone milk
1414:
1413:Bye-bye Mummy
1403:
1401:
1396:
1392:
1390:
1389:Jerome Bruner
1386:
1382:
1376:
1366:
1363:
1359:
1353:
1343:
1339:
1336:
1331:
1327:
1325:
1321:
1317:
1307:
1303:
1300:
1295:
1291:
1288:
1287:connectionist
1284:
1280:
1279:Jenny Saffran
1276:
1270:
1260:
1258:
1253:
1251:
1247:
1243:
1239:
1235:
1231:
1227:
1223:
1217:
1215:
1211:
1207:
1202:
1200:
1195:
1194:anything like
1189:
1187:
1182:
1172:
1170:
1166:
1165:word learning
1161:
1157:
1153:
1144:
1142:
1136:
1133:
1128:
1124:
1120:
1116:
1106:
1104:
1100:
1096:
1092:
1087:
1085:
1081:
1077:
1073:
1065:
1061:
1058:
1054:
1049:
1039:
1037:
1032:
1027:
1025:
1021:
1017:
1013:
1009:
1004:
1000:
996:
995:
990:
989:B. F. Skinner
986:
982:
977:
975:
974:Rudolf Carnap
971:
967:
966:Thomas Hobbes
962:
960:
955:
953:
948:
944:
934:
932:
928:
924:
923:
918:
917:
912:
908:
903:
899:
897:
893:
889:
884:
882:
878:
874:
870:
866:
862:
858:
854:
850:
846:
842:
837:
835:
831:
827:
823:
812:
807:
805:
800:
798:
793:
792:
790:
789:
784:
774:
773:
772:
771:
766:
763:
761:
758:
756:
753:
751:
748:
746:
743:
741:
738:
736:
733:
731:
728:
727:
726:
725:
721:
717:
716:
711:
708:
706:
703:
701:
698:
696:
693:
691:
688:
686:
683:
681:
678:
676:
673:
672:
671:
670:
667:
664:
663:
658:
655:
653:
650:
648:
645:
643:
640:
638:
635:
633:
630:
628:
625:
623:
620:
618:
617:Fertilization
615:
614:
613:
612:
608:
607:
602:
599:
597:
594:
592:
589:
587:
584:
582:
579:
576:
573:
571:
570:Preadolescent
568:
566:
563:
560:
557:
555:
552:
549:
546:
544:
541:
539:
536:
534:
531:
530:
529:
528:
524:
523:
519:
515:
514:
511:
506:
505:
501:
497:
496:
486:
481:
479:
474:
472:
467:
466:
464:
463:
460:
456:
452:
451:
444:
441:
439:
436:
434:
431:
429:
426:
424:
421:
419:
416:
414:
411:
409:
406:
404:
401:
399:
396:
394:
391:
389:
386:
384:
381:
379:
378:Descriptivism
376:
374:
371:
369:
366:
364:
361:
360:
354:
353:
346:
345:Structuralism
343:
339:
336:
334:
331:
329:
328:Prague circle
326:
324:
321:
319:
316:
314:
311:
309:
306:
304:
301:
300:
299:
296:
292:
289:
287:
284:
282:
279:
277:
274:
272:
269:
268:
267:
264:
263:
257:
256:
249:
246:
244:
240:
237:
235:
232:
230:
227:
225:
222:
220:
217:
215:
212:
210:
207:
205:
202:
200:
197:
195:
192:
190:
187:
185:
182:
180:
177:
175:
174:Documentation
172:
170:
167:
165:
162:
160:
157:
155:
152:
150:
149:Computational
147:
145:
142:
140:
137:
135:
132:
131:
125:
124:
117:
114:
112:
109:
107:
104:
102:
99:
97:
94:
92:
89:
87:
84:
82:
79:
77:
74:
73:
67:
66:
60:
57:
55:
52:
50:
47:
46:
44:
43:
40:
37:
36:
32:
28:
27:
22:
9440:
9427:
9414:
9401:
9160:Sociobiology
9018:Neuroscience
8998:Intelligence
8672:
8544:Anthropology
8497:Color vision
8482:Multitasking
8461:Flynn effect
8456:Intelligence
8438:Folk biology
8181:Evolutionary
8074:
8038:
7999:
7962:
7958:
7927:
7923:
7884:
7881:Psychol Bull
7880:
7843:
7839:
7831:
7799:
7795:
7760:
7756:
7717:
7713:
7674:
7670:
7643:
7610:
7606:
7593:
7569:
7534:
7530:
7524:
7499:
7495:
7489:
7480:
7474:
7447:
7443:
7433:
7400:
7396:
7390:
7381:
7375:
7350:
7346:
7340:
7331:
7325:
7308:
7304:
7298:
7279:
7273:
7254:
7248:
7213:
7209:
7203:
7184:
7178:
7159:
7153:
7128:
7124:
7118:
7083:
7079:
7073:
7048:
7038:
7003:
6999:
6993:
6968:
6964:
6958:
6941:11343/217033
6923:
6919:
6913:
6881:
6874:
6839:
6835:
6825:
6814:. Retrieved
6783:
6776:
6743:
6739:
6732:
6707:
6703:
6697:
6681:(1): 57–77.
6678:
6674:
6636:
6628:
6593:
6589:
6548:
6544:
6531:
6504:
6500:
6490:
6482:the original
6453:
6449:
6439:
6402:
6398:
6388:
6361:
6357:
6351:
6308:
6304:
6298:
6271:
6267:
6261:
6236:
6232:
6226:
6191:
6187:
6181:
6138:
6134:
6128:
6095:
6091:
6085:
6074:the original
6053:
6049:
6036:
6025:. Retrieved
6021:the original
6008:
6004:
5994:
5977:
5973:
5967:
5938:
5930:
5905:
5901:
5891:
5846:
5842:
5802:
5798:
5791:
5756:
5752:
5742:
5725:
5721:
5715:
5682:
5678:
5672:
5655:
5651:
5645:
5612:
5608:
5602:
5569:
5565:
5559:
5536:
5532:
5520:
5493:
5487:
5479:Neuroscience
5478:
5468:
5441:
5437:
5427:
5403:(1): 69–73.
5400:
5396:
5386:
5359:
5353:
5333:
5326:
5308:
5275:
5271:
5265:
5228:
5224:
5214:
5203:. Retrieved
5199:the original
5188:
5153:
5149:
5143:
5124:
5120:
5110:
5073:
5069:
5059:
5040:
5034:
5015:
5009:
4990:
4986:
4976:
4957:
4950:
4917:
4913:
4907:
4888:
4882:
4865:
4861:
4855:
4830:
4826:
4820:
4801:
4795:
4776:
4770:
4751:
4745:
4718:
4712:
4701:
4693:
4684:
4678:
4669:
4663:
4654:
4648:
4608:(1): 53–85.
4605:
4601:
4588:
4561:
4555:
4528:
4522:
4515:. MIT Press.
4512:
4506:
4500:. MIT Press.
4497:
4491:
4484:. MIT Press.
4481:
4475:
4465:
4459:
4450:
4444:
4422:(4): 1–182.
4419:
4415:
4402:
4383:
4377:
4352:
4344:
4323:
4312:. Retrieved
4308:the original
4303:
4299:
4289:
4281:
4276:
4249:
4243:
4208:
4204:
4194:
4149:
4145:
4135:
4123:. Retrieved
4103:
4099:
4082:
4070:. Retrieved
4048:
4044:
4027:
3992:
3988:
3932:
3928:
3874:
3870:
3828:
3824:
3774:
3770:
3764:
3723:
3719:
3713:
3678:
3674:
3668:
3649:
3636:
3623:
3606:
3602:
3589:
3559:(7): 274–9.
3556:
3552:
3546:
3519:
3513:
3486:
3480:
3469:. Retrieved
3462:the original
3431:
3427:
3414:
3363:
3359:
3346:
3329:
3325:
3319:
3292:
3286:
3259:
3255:
3245:
3210:
3206:
3196:
3169:
3163:
3136:
3130:
3111:
3105:
3064:
3060:
3022:
3016:
3005:. Retrieved
3001:
2992:
2981:. Retrieved
2977:the original
2972:
2963:
2952:. Retrieved
2948:
2939:
2928:. Retrieved
2924:
2915:
2904:. Retrieved
2892:
2882:
2855:
2825:
2817:
2798:
2792:
2770:(1): 26–58.
2767:
2763:
2753:
2741:. Retrieved
2730:
2720:
2682:
2674:
2647:
2641:
2598:
2594:
2588:
2563:
2559:
2546:
2513:
2509:
2496:
2479:
2475:
2465:
2446:
2437:
2418:
2409:
2376:
2372:
2366:
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2329:. Retrieved
2322:the original
2317:
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2228:
2216:. Retrieved
2203:
2053:
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2041:
2032:
2011:
1996:
1987:
1972:Please help
1960:
1932:algorithms.
1915:
1900:revitalizing
1892:
1888:
1866:
1854:
1841:
1816:Broca's area
1813:
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1778:
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1645:
1633:neuroscience
1626:
1603:
1588:Scandinavian
1580:
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1532:
1508:
1488:
1475:
1468:
1465:
1458:
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1409:
1397:
1393:
1385:Lev Vygotsky
1378:
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1332:
1328:
1320:constituents
1313:
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1292:
1272:
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1193:
1190:
1178:
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1137:
1112:
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1076:Nim Chimpsky
1070:
1045:
1031:Noam Chomsky
1028:
999:lexical unit
992:
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963:
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920:
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906:
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881:coordination
880:
876:
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740:Psychosocial
636:
591:Middle adult
508:Human growth
291:Glossematics
271:Constituency
243:interpreting
133:
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9299:Determinism
9211:Coevolution
9155:Primatology
8993:Gender role
8898:Orientation
8778:Screen time
8635:Affectional
8617:Development
8296:Mate choice
8223:By-products
8191:Adaptations
8154:Cognitivism
7930:(4): 5–17.
7502:: 161–195.
7496:Linguistics
7311:: 123–146.
7210:Linguistics
6746:(1): 50–7.
6740:Behav Genet
6274:: 113–146.
5150:Linguistics
5127:: 227–246.
3390:2066/104711
3262:: 220–248.
2595:Physiol Rev
2516:(1): 1–25.
2331:12 December
2218:17 December
1857:Otomanguean
1727:modeled by
1704:late-talker
1491:Jerry Fodor
1214:Jean Piaget
1210:Asifa Majid
1152:Emergentist
1147:Emergentism
981:behaviorism
700:Young adult
586:Young adult
443:Terminology
418:Orthography
338:Usage-based
239:Translating
134:Acquisition
39:Linguistics
9458:Categories
9246:Population
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9087:behavioral
9065:Behavioral
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8748:Hypophobia
8738:Depression
8625:Attachment
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8571:Psychology
8549:Biological
8537:Musicology
8527:Aesthetics
8426:Basophobia
8233:Exaptation
8211:Reciprocal
7264:0292727267
7231:1808/17433
6882:Psychology
6816:2021-08-26
6027:2009-12-20
5533:Psychology
5205:2016-05-01
5171:1808/17412
4811:0805801057
4786:0898593670
4314:2019-08-29
3471:2013-12-27
3007:2020-09-28
2983:2020-09-30
2954:2020-09-28
2930:2020-09-28
2906:2020-09-30
2182:References
1756:heuristics
1543:morphology
1234:Anat Ninio
1175:Empiricism
1008:empiricist
1003:reinforces
970:John Locke
857:vocabulary
845:morphology
735:Ecological
730:Attachment
690:Adolescent
627:Childbirth
575:Adolescent
413:Orismology
298:Functional
286:Generative
276:Dependency
96:Pragmatics
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9091:cognitive
9083:Affective
8968:Cognition
8922:Sexuality
8908:Pair bond
8668:Education
8325:Cognition
8243:Inclusive
8183:processes
8171:Criticism
8020:769765510
7846:: 23–49.
7840:Brain Res
7796:Cognition
7539:CiteSeerX
7466:246417878
7425:219327130
7367:146789488
7125:Phonology
7065:248044288
6985:257342008
6950:146948301
6905:696604625
6811:195460306
6598:CiteSeerX
6366:CiteSeerX
6313:CiteSeerX
6276:CiteSeerX
6233:Physica A
6196:CiteSeerX
6143:CiteSeerX
6070:145633911
5566:Cognition
5460:207056257
5444:: 11–28.
5419:2302-9277
4993:: 38–52.
4833:: 40–72.
4737:778413074
4610:CiteSeerX
4602:Cognition
4547:799714148
4227:1756-8765
3949:0956-7976
3853:146485087
3845:0963-7214
3791:1939-1471
3683:CiteSeerX
3654:CiteSeerX
3652:: 59–80.
3398:0936-5907
3368:CiteSeerX
3311:798060196
3041:830837502
2901:0362-4331
2874:439979810
2743:22 August
2666:613819557
2603:CiteSeerX
2538:143994688
2255:1939-5078
2120:KE family
1990:June 2018
1961:does not
1881:language
1539:phonology
1123:ambiguity
1119:Nativists
869:recursion
853:semantics
841:phonology
834:sentences
755:Cognitive
647:Menopause
622:Pregnancy
596:Old adult
388:Iconicity
383:Etymology
303:Cognitive
266:Formalist
219:Phonetics
209:Philology
101:Semantics
91:Phonology
9360:Memetics
9120:Ethology
9078:genetics
8913:Physical
8878:Jealousy
8833:Activity
8639:maternal
8595:Religion
8583:Morality
8561:Language
8442:taxonomy
8255:Mismatch
8201:Cheating
8196:Altruism
7989:19618210
7946:57568640
7924:Daedalus
7911:18444704
7868:17364244
7860:17400197
7816:15037127
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7582:Archived
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7347:Language
7240:12627039
7145:61060542
7110:19857320
7030:59415289
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6760:20949370
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6431:27065934
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6335:21564243
6218:21702796
6188:Cogn Sci
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4186:19805057
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4089:F. Gobet
4067:21702816
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2625:22013214
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2417:(1990).
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2263:26271652
2212:Archived
2075:Chunking
2068:See also
2023:modality
1869:Ergative
1660:babbling
1652:children
1545:and the
1513:used in
1425:operator
1310:Chunking
1299:syllable
1283:learning
931:literacy
927:children
896:phonemes
826:language
710:Maturity
500:a series
498:Part of
189:Forensic
169:Distance
116:Typology
31:a series
29:Part of
9261:Species
9033:Suicide
8868:Fantasy
8848:Arousal
8630:Bonding
8519:Culture
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8330:Emotion
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8127:History
8076:Science
7980:2749930
7902:2657366
7778:2846315
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7692:3013471
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6241:Bibcode
6112:9299067
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4177:2765208
4154:Bibcode
4125:2 April
4072:2 April
4010:3865606
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3899:8943209
3879:Bibcode
3871:Science
3807:1237448
3748:8943209
3728:Bibcode
3720:Science
3705:2798649
3581:6513545
3449:3392189
3228:3013469
3069:Bibcode
3061:Science
2633:3224368
2393:2647777
1982:removed
1967:sources
1874:K'iche'
1850:prosody
1832:aphasia
1760:Markman
1722:Meaning
1584:Romance
1572:Totonac
1547:lexicon
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1115:context
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937:History
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632:Walking
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8930:female
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652:Ageing
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1248:with
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830:words
750:Moral
705:Adult
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8287:Male
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1965:any
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