What paradox? A response to Naigles (2002). (Q38427828)

3 September 2017

title

What paradox? A response to Naigles (2002). (English)

1 reference

3 September 2017

Michael Tomasello

1 reference

3 September 2017

Nameera Akhtar

1 reference

3 September 2017

publication date

1 July 2003

1 reference

3 September 2017

1 reference

3 September 2017

1 reference

3 September 2017

1 reference

3 September 2017

page(s)

317-23; author's reply: 325-9

1 reference

Acquiring basic word order: evidence for data-driven learning of syntactic structure.

3 September 2017

cites work

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Young children learn to produce passives with nonce verbs

7 January 2021

2 references

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

7 January 2021

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

7 January 2021

Structural limits on verb mapping: the role of analogy in children's interpretations of sentences

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Rule learning by cotton-top tamarins

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Predicting the outcomes of physical events: two-year-olds fail to reveal knowledge of solidity and support

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Visual statistical learning in infancy: evidence for a domain general learning mechanism.

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Form is easy, meaning is hard: resolving a paradox in early child language

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Statistical learning of tone sequences by human infants and adults

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Testing the abstractness of children's linguistic representations: lexical and structural priming of syntactic constructions in young children

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Do young children have adult syntactic competence?

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

A tale of two theories: response to Fisher

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Differential productivity in young children's use of nouns and verbs

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Learning to produce passive utterances through discourse

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

Lexically-based learning and early grammatical development

7 January 2021

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

7 January 2021

Young children's productivity with word order and verb morphology

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

7 January 2021

The persistence of structural priming: transient activation or implicit learning?

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

7 January 2021

The role of pronouns in young children's acquisition of the English transitive construction

1 reference

https://api.crossref.org/works/10.1016%2FS0010-0277%2803%2900048-9

7 January 2021

10.1016/S0010-0277(03)00048-9

Identifiers

DOI

1 reference

3 September 2017

1 reference