Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage-based account of syntactic acquisition. The Linguistic Review, 23, 275–290.
Ackerman, F., & Malouf, R. (2013). Morphological organization: The low conditional entropy conjecture. Language, 89, 429–464.
Aguado-Orea, J. (2015). Comparing different models of the development of verb inflection in early child Spanish. PLoS One, 10(3), e0119613.
Aksu-Koc, A. (2010). Normal language development in Turkish. In S. Topbas & M. Yavas (Eds.), Communication disorders in Turkish (pp. 65–104). Bristol, UK: Multilingual Matters.
Aksu-Koç, A., & Ketrez, F. N. (2003). Early verbal morphology in Turkish: Emergence of inflections. In D. Bittner, W. U. Dressler, & M. Kilani-Schoch (Eds.), Mini-paradigms and the emergence of verb morphology (pp. 27–52). Berlin, Germany: Mouton de Gruyter.
Aksu-Koc, A., Terziyan, T., & Erguvanlı Taylan, E. (2014). Input offers and child uptakes: Acquiring mood and modal morphology in Turkish. Language, Interaction and Acquisition, 5, 62–81.
Albirini, A. (2015). Factors affecting the acquisition of plural morphology in Jordanian Arabic. Journal of Child Language, 42, 734–762.
Alco*ck, K. J., Rimba, K., & Newton, C. R. J. C. (2011). Early production of the passive in two Eastern Bantu languages. First Language, 32, 459–478.
Aljenaie, K., Abdalla, F., & Farghal, M. (2010). Developmental changes in using nominal number inflections in Kuwaiti Arabic. First Language, 31, 222–239.
Allen, S. E. M. (2017). Polysynthesis in the acquisition of Inuit Languages. In M. Fortescue, M. Mithun, & N. Evans (Eds.), The Oxford handbook of polysynthesis (pp. 449–472). Oxford, UK: Oxford University Press.
Ambridge, B. (2013). How do children restrict their linguistic generalizations? An (un-)grammaticality judgment study. Cognitive Science, 37, 508–543.
Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The ubiquity of frequency effects in first language. Journal of Child Language, 42, 239–273.
Ambridge, B., & Rowland, C. F. (2013). Experimental methods in studying child language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 4, 117–236.
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Child Development, 58(10), (Serial No. 238).
Argus, R., & Kazakovskaya, V. (2018). Acquisition of noun derivation in Estonian and Russian L1. Estonian Papers in Applied Linguistics, 14, 23–39.
Arnon, I., & Snider, N. (2010). More than words: Frequency effects for multiword phrases. Journal of Memory and Language, 62, 67–82.
Ashkenazi, O. (2015). Input-output relations in the acquisition of the Hebrew verb (Unpublished doctoral dissertation). Tel Aviv, Israel: Tel Aviv University.
Ashkenazi, O., Ravid, D., & Gillis, S. (2016). Breaking into the Hebrew verb system: A learning problem. First Language, 36, 505–524.
Ashkenazi, O., Gillis, S., & Ravid, D. (2019). Input-output relations in Hebrew verb acquisition at the morpho-lexical interface. Journal of Child Language.
Austin, J. (2010). Rich inflection and the production of finite verbs in child language. Morphology, 20, 41–69.
Bannard, C., & Lieven, E. (2012). Formulaic language in L1 acquisition. Annual Review of Applied Linguistics,32, 3–16.
Bauer, L. (2004). The function of word-formation and the inflection-derivation distinction. In H. Aertsen, M. Hannay, & R. Lyall (Eds.), Words in their places (pp. 283–292). Amsterdam, The Netherlands: Vrije Universiteit.
Bauer, L. (2011). Morphological productivity. Cambridge, UK: Cambridge University Press.
Becker, J. A. (1994). “Sneak-shoes,” “sworders” and “nose-beards”: A case study of lexical innovation. First Language, 14, 195–211.
Bedore, L. M., & Leonard, L. B. (2005). Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26, 195–225.
Behrens, H. (2006). The input–output relationship in first language acquisition. Language and Cognitive Processes, 21, 2–24.
Ben Zvi, G., & Levie, R. (2016). Development of Hebrew derivational morphology from preschool to adolescence: From infancy to adolescence. In R. Berman (Ed.), Acquisition and development of Hebrew: From infancy to adolescence (pp. 135–174). Amsterdam, The Netherlands: John Benjamins.
Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–177.
Berman, R. A. (1978). Modern Hebrew structure. Tel Aviv, Israel: University Publishing Projects.
Berman, R. A. (1981). Regularity vs. anomaly: The acquisition of inflectional morphology. Journal of Child Language, 8, 265–282.
Berman, R. A. (1982). Verb-pattern alternation: The interface of morphology, syntax, and semantics in Hebrew child language. Journal of Child Language, 9, 169–191.
Berman, R. A. (1985). Acquisition of Hebrew. Hillsdale, NJ: Erlbaum.
Berman, R. A. (1986). The acquisition of morphology/syntax: A crosslinguistic perspective. In P. Fletcher & M. Garman (Eds.), Language acquisition (pp. 429–447). Cambridge, UK: Cambridge University Press.
Berman, R. A. (1993). Marking of verb transitivity by Hebrew-speaking children. Journal of Child Language, 20, 641–669.
Berman, R. A. (1999). Children’s innovative verbs vs. nouns: Structured elicitations and spontaneous coinages. In L. Menn & N. Bernstein-Ratner (Eds.), Methods for studying language production (pp. 69–93). Mahwah, NJ: Erlbaum.
Berman, R. A. (2007). Developing language knowledge and language use across adolescence. In E. Hoff & M. Shatz (Eds.), Handbook of language development (pp. 346–367). London, UK: Blackwell.
Berman, R. A. (Ed.). (2005). Introduction: Developing discourse stance in different text types and languages. Journal of Pragmatics, 37(2). [Special issue on Developing Discourse Stance across Adolescence].
Berman, R. A., Nayditz, R., & Ravid, D. (2011). Linguistic diagnostics of written texts in two school-age populations. Written Language & Literacy, 14, 161–187.
Bernstein Ratner, N., & MacWhinney, B. (2018). Fluency Bank: A new resource for fluency research and practice. Journal of Fluency Disorders, 56, 69–80.
Beyer, T., & Hudson Kam, C. L. (2009). Some cues are stronger than others: The (non)interpretation of 3rd person present -s as a tense marker by 6- and 7-year-olds. First Language, 29, 208–227.
Beyer, T., & Hudson Kam, C. L. (2011). First and second graders’ interpretation of Standard American English morphology across varieties of English. First Language, 32, 365–384.
Bittner, D., Kilani-Schoch, M., & Dressler, W. U. (Eds.). (2003). Development of verb inflection in first language acquisition. A cross-linguistic perspective. Berlin, Germany: Mouton de Gruyter.
Blom, E., Polišenská, D., & Weerman, F. (2006). Effects of age on the acquisition of agreement inflection. Morphology, 16, 313–336.
Boloh, Y., & Ibernon, L. (2013). Natural gender, phonological cues and the default grammatical gender in French children. First Language, 33, 449–468.
Booij, G. (2006). Inflection and derivation. In K. Brown (Ed.), Encyclopedia of language & linguistics (2nd ed., pp. 654–661). Oxford, UK: Elsevier.
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
Bybee, J. (1985). Morphology: A study of the relation between meaning and form. Amsterdam, The Netherlands: John Benjamins.
Bybee, J. L., & Slobin, D. I. (1982). Rules and schemas in the development and use of the English past tense. Language, 58, 265–289.
Cameron-Faulkner, T., & Noble, N. (2013). A comparison of book text and child directed speech. First Language, 33, 268–279.
Caprin, C., & Guasti, M. T. (2009). The acquisition of morphosyntax in Italian: A cross-sectional study. Applied Psycholinguistics, 30, 23–52.
Casalis, S., Deacon, S. H., & Pacton, S. (2011). How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 32, 499–511.
Cazden, C. B. (1968). The acquisition of noun and verb inflections. Child Development, 39, 433–448.
Chan, E. (2008). Structures and distributions in morphology learning (Unpublished doctoral thesis). Philadelphia, PA: University of Pennsylvania.
Choi, S., & Bowerman, M. (1991). Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition, 41, 83–121.
Chomsky, N. (1988). Language and problems of knowledge. Cambridge, MA: MIT Press.
Chouinard, M. M., & Clark, E.V. (2003). Adult reformulations of child errors as negative evidence. Journal of Child Language, 30, 637–669.
Christofidou, A., & Stephany, S. (2003). Early phases in the development of Greek verb inflection. In D. Bittner, M. Kilani-Schoch, & W. U. Dressler (Eds.), Development of verb inflection in first language acquisition. A cross-linguistic perspective (pp. 89–129). Berlin, Germany: Mouton de Gruyter.
Clahsen, H., & Fleischhauer, E. (2014). Morphological priming in child German. Journal of Child Language, 41, 1305–1333.
Clark, E. V. (1987). The principle of contrast: A constraint on language acquisition. In B. MacWhinney (Ed.), Mechanisms of language acquisition (pp. 1–33). Hillsdale, NJ: Erlbaum.
Clark, E. V. (1993). The lexicon in acquisition. Cambridge, UK: Cambridge University Press.
Clark, E. V. (1995). Later lexical development and word formation. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 393–412). Oxford, UK: Blackwell.
Clark, E. V. (2010). Adult offer, word-class, and child uptake in early lexical acquisition. First Language, 30, 250–269.
Clark, E. V. (2014). The acquisition of derivation. In R. Lieber & P. Stekauer (Eds.), Handbook of derivation (pp. 424–439). Oxford, UK: Oxford University Press.
Clark, E. V. (2015). Common ground. In B. MacWhinney & W. O’Grady (Eds.), The handbook of language emergence (pp. 328–353). London, UK: Wiley-Blackwell.
Clark, E. V. (2016). First language acquisition (3rd ed.). Cambridge, UK: Cambridge University Press.
Clark, E. V., & Berman, R. A. (1984). Structure and use in acquisition of word-formation. Language, 60, 542–590.
Clark, E. V., & Clark, H. H. (1979). When nouns surface as verbs. Language, 55, 767–811.
Clark, E. V., & de Marneffe, M. C. (2012). Constructing verb paradigms in French: Adult construals and emerging grammatical contrasts. Morphology, 22, 89–120.
Clark, E. V., & Hecht, B. F. (1982). Learning to coin agent and instrument nouns. Cognition, 12, 1–24.
Conwell, E. (2017). Prosodic disambiguation of noun/verb hom*ophones in child-directed speech. Journal of Child Language, 44, 734–751.
Crone, E. A. (2009). Executive functions in adolescence: Inferences from brain and behavior. Developmental Science, 12, 825–830.
Cutillas, L., & Tolchinsky, L. (2017). Use of adjectives in Catalan: A morphological characterization in different genres and modes of production through school-age development. First Language, 37, 58–82.
Dąbrowska, E. (2018). Experience, aptitude and individual differences in native language ultimate attainment. Cognition, 178, 222–235.
Dąbrowska, E., & Szczerbinski, M. (2006). Polish children’s productivity with case marking: The role of regularity, type frequency, and phonological diversity. Journal of Child Language, 33, 559–597.
D’Alessio, M. J., Jaichenco, V., & Wilson, M. A. (2018). The role of morphology in word naming in Spanish-speaking children. Applied Psycholinguistics, 39, 1065–1093.
Davis, E., Lavie, A., MacWhinney, B., & Wintner, S. (2010). Morphosyntactic annotation of CHILDES transcripts. Journal of Child Language, 37, 705–729.
Dawson, N., Rastle, K., & Ricketts, J. (2018). Morphological effects in visual word recognition: Children, adolescents, and adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 645–654.
De Villiers, J. G. (1985). Learning how to use verbs: Lexical coding and the influence of the input. Journal of Child Language, 12, 587–595.
Deacon, S. H., & Bryant, P. (2005). What young children do and do not know about the spelling of inflections and derivations. Developmental Science, 8, 583–594.
Deacon, S., Whalen, R., & Kirby, J. (2011). Do children see the danger in dangerous? Grade 4, 6, and 8 children’s reading of morphologically complex words. Applied Psycholinguistics, 32, 467–481.
Demuth, K. (2018). Prosodic constraints on children’s use of grammatical morphemes. First Language, 39(1), 80–95.
Demuth, K. (2019). Prosodic constraints on children’s use of grammatical morphemes. First Language, 39(1), 80–95.
Demuth, K., Moloi, F., & Machobane, M. (2010). 3-Year-olds’ comprehension, production, and generalization of Sesotho passives. Cognition, 115, 238–251.
Demuth, K., & Weschler, S. (2012). The acquisition of Sesotho nominal agreement. Morphology, 22, 67–88.
Deng, X., Mai, Z., & Yip, V. (2018). An aspectual account of ba and bei constructions in child Mandarin. First Language, 38, 243–262.
Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S., & Protopapas, A. (2018). Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness. Applied Psycholinguistics, 39, 545–567.
Diessel, H. (2015). Frequency shapes syntactic structure. Journal of Child Language, 42, 278–281.
Dressler, W. U. (1989). Prototypical differences between inflection and derivation. Language Typology and Universals, 42, 3–10.
Dressler, W. U. (2011). The rise of complexity in inflectional morphology. Papers and Studies in Contemporary Linguistics, 47, 159–176.
Dressler, W. U., & Korecky-Kröll, K. (2015). Evaluative morphology and language acquisition. In N. Grandi & L. Körtvélyessy (Eds.), Edinburgh handbook of evaluative morphology (pp. 134–141). Edinburgh, UK: Edinburgh University Press.
Dressler, W. U., Lettner, L. E., & Korecky-Kröll, K. (2012). Acquisition of German diminutive formation and compounding in a comparative perspective. Evidence for typology and the role of frequency. In F. Kiefer, M. Ladányi, & P. Siptár (Eds.), Current issues in morphological theory. (Ir)Regularity, analogy and frequency (pp. 237–264). Amsterdam, The Netherlands: John Benjamins.
Dromi, E. (1987). Early lexical development. Cambridge, UK: Cambridge University Press.
Duncan, L. G., Casalis, S., & Colé, P. (2009). Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French. Applied Psycholinguistics, 30, 405–440.
Ellis, N. C., & Ogden, D. C. (2015). Language cognition: Comments on Ambridge, Kidd, Rowland, and Theakston, “The ubiquity of frequency effects in first language acquisition.” Journal of Child Language, 42, 282–286.
Elman, J. L. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48, 71–99.
Elman, J. L. (2003). Development: It’s about time. Developmental Science, 6, 430–433.
Elman, J. L. (2005). Connectionist models of cognitive development: Where next? Trends in Cognitive Sciences, 9, 110–117.
Elsen, H. (1997). The acquisition of past participles. One or two mechanisms? In R. Fabri, A. Ortmann, & T. Parodi (Eds.), Models of inflection (pp. 134–151). Tübingen, Germany: Niemeyer.
Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). MacArthur–Bates communicative development inventories: User’s guide and technical manual (2nd ed.). Baltimore, MD: Brookes.
Fernald, A., Marchman, V.A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234–248.
Fernald, A., Marchman, V.A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234–248.
Fhlannchadha, S. N., & Hickey, T. M. (2017). Acquiring an opaque gender system in Irish, an endangered indigenous language. First Language, 37, 475–499.
Fortescue, M. (1984–1985). Learning to speak Greenlandic: A case study of a two-year-old’s morphology in a polysynthetic language. First Language, 5, 101–114.
Fortman, J. (2003). Adolescent language and communication from an intergroup perspective. Journal of Language and Social Psychology, 22, 104–111.
Gabor, B., & Lukacs, A. (2012). Early morphological productivity in Hungarian: Evidence from sentence repetition and elicited production. Journal of Child Language, 39, 411–442.
Gathercole, V. C. M, Sebastián, E., & Soto, P. (1999). The early acquisition of Spanish verbal morphology: Across-the-board or piecemeal knowledge? International Journal of Bilingualism, 3, 133 –182.
Gervain, J., & Erra, R. G. (2012). The statistical signature of morphosyntax: A study of Hungarian and Italian infant-directed speech. Cognition, 125, 263–287.
Gillis, S., & Ravid, D. (2006). Typological effects on spelling development: A crosslinguistic study of Hebrew and Dutch. Journal of Child Language, 33, 621–659.
Gillis, S., & Xanthos, A. (2010). Quantifying the development of inflectional diversity. First Language, 30, 175–198.
Goldberg, A. E. (2003). Constructions: A new theoretical approach to language. Trends in Cognitive Sciences, 7, 219–224.
Goldberg, A. E. (2006). Constructions at work: The nature of generalization in language. Oxford, UK: Oxford University Press.
Gonzalez-Gomez, N., Hsin, L., Barrière, I., Nazzi, T., & Legendre, G. (2017). Agarra, agarran: Evidence of early comprehension of subject-verb agreement in Spanish. Journal of Experimental Child Psychology, 160, 33–49.
Goodman, J. C., Dale, P. S., & Li, P. (2008). Does frequency count? Parental input and the acquisition of vocabulary. Journal of Child Language, 35, 515–531.
Hadley, P. A., Rispoli, M., Fitzgerald, C., & Bahnsen, A. (2011). Predictors of morphosyntactic growth in typically developing toddlers: Contributions of parent input and child sex. Journal of Speech, Language, and Hearing Research, 54, 549–566.
Hay, J. B., & Baayen, H. (2005). Shifting paradigms: Gradient structure in morphology. Trends in Cognitive Sciences, 9, 342–348.
Hoff-Ginsberg, E. (1985). Some contributions of mothers’ speech to their children’s syntactic growth. Journal of Child Language, 12, 367–385.
Ibbotson, P., Lieven, L., & Tomasello, M. (2014). The communicative contexts of grammatical aspect use in English. Journal of Child Language, 41, 705–723.
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
Kemmerer, D. (2014). Word classes in the brain: Implications of linguistic typology for cognitive neuroscience. Cortex, 58, 27–51.
Kempe, V., Ševa, N., Brooks, P.J., Mironova, N., Pershukova, A., & Fedorova, O. (2009). Elicited production of case-marking in Russian and Serbian children: Are diminutive nouns easier to inflect? First Language, 29, 147–165.
Kern, S., Gayraud, F., & Chenu, F. (2014). The role of input in early first language morphosyntactic development. Language, Interaction and Acquisition, 5, 1–18.
Ketrez, F. N. (2018). Acquisition of agglutinative morphology under adverse neonatal conditions. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders. Theoretical, empirical, and applied linguistics perspectives (pp. 203–218). Berlin, Germany: Mouton de Gruyter.
Ketrez, F. N., & Aksu-Koç, A. (2009). Early nominal morphology in Turkish: Emergence of case and number. In U. Stephany & M. D. Voeĭkova (Eds.), Development of nominal inflection in first language acquisition: A cross-linguistic perspective (pp. 15–48). Berlin, Germany: Mouton de Gruyter.
Kilani-Schoch, M., Balciunienė, I., Korecky-Kröll, K., Laaha S., & Dressler, W. U. (2009). On the role of pragmatics in child-directed speech for the acquisition of verb morphology. Journal of Pragmatics, 41, 219–239.
Kjarbak, L., & Basboll, H. (2016). Interaction between input frequency, transparency and productivity in acquisition of noun plural inflection in Danish. Poznań Studies in Contemporary Linguistics, 52, 663–686.
Kjarbak, L., dePont Christensen, R., & Basbøll, H. (2014). Sound structure and input frequency impact on noun plural acquisition: Hypotheses tested on Danish children across different data types. Nordic Journal of Linguistics, 37, 47–86.
Köpcke, K-M. (1998). The acquisition of plural marking in English and German revisited: Schemata versus rules. Journal of Child Language, 25, 293–319.
Korecky-Kröll, K., & Dressler, W. U. (2009). The acquisition of number and case in Austrian German nouns. In U. Stephany & M. D. Voeikova (Eds.), Development of nominal inflection in first language acquisition: A cross-linguistic perspective (pp. 265–302). Berlin, Germany: Mouton de Gruyter.
Korecky-Kröll, K., & Dressler, W. U. (2015). Acquisition of German adjective inflection and semantics by two Austrian children. In E. Tribushinina, M. D. Voeikova, & S. Noccetti (Eds.), Semantics and morphology of early adjectives in first language acquisition (pp. 23–52). Newcastle upon Tyne, UK: Cambridge Scholars.
Korecky-Kröll, K., & Dressler, W.U. (2015a). Acquisition of German adjective inflection and semantics by two Austrian children. In E. Tribushinina, M. D. Voeikova, & S. Noccetti (Eds.), Semantics and morphology of early adjectives in first language acquisition (pp. 23–52). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Krajewski, G., Lieven, E. V. M., & Theakston, A. L. (2012). Productivity of a Polish child’s inflectional noun morphology: A naturalistic study. Morphology, 22, 9–34.
Kuczaj, S. A. II. (1977). The acquisition of regular and irregular past tense forms. Journal of Verbal Learning and Verbal Behavior, 16, 589–600.
Laaha, S., Ravid, D., Korecky-Kröll, K., Laaha, G., & Dressler, W. U. (2006). Early noun plurals in German: Regularity, productivity or default? Journal of Child Language, 33, 271–302.
Labrell, F., van Geert, P., Declercq, C., Baltazart, V., Caillies, S., Olivier, M., & Le Sourn-Bissaoui, S. (2014). “Speaking volumes”: A longitudinal study of lexical and grammatical growth between 17 and 42 months. First Language, 34, 97–124.
Lapidus Shin, N. (2016). Acquiring constraints on morphosyntactic variation: Children’s Spanish subject pronoun expression. Journal of Child Language, 43, 914–947.
Larsen, J. A., & Nippold, M. A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools, 38, 201–212.
Le Normand, M-T. (2019). Productive use of syntactic categories in typical young French children. First Language, 31(1), 45–60.
Lee, N. C., Hollarek, M., Krabbendam, L., Lansford, J. E., & Banati, P. (2018). Neurocognitive development during adolescence. In J. E. Lansford & P. Banati (Eds.), Handbook of adolescent development research and its impact on global policy (pp. 46–67). Oxford, UK: Oxford University Press.
Leonard, L. B. (2019). Reciprocal relations between syntax and tense/agreement morphology in children’s interpretation of input: A look at children with specific language impairment. First Language, 1–15.
Levie, R., Ashkenazi, O., Zwilling, R., Raz, E., Hershkovitz, L., Eitan, S., & Ravid, D. (2019). The route to the root-based derivational family in Hebrew. Manuscript submitted for publication.
Levie, R., Ben Zvi, G., & Ravid, D. (2017). Morpho-lexical development in language-impaired and typically developing Hebrew-speaking children from two SES backgrounds. Reading and Writing, 30, 1035–1064.
Levin, I., Ravid, D., & Rappaport, S. (2001). Morphology and spelling among Hebrew-speaking children: From kindergarten to first grade. Journal of Child Language, 28, 741–769.
Li, H., Dronjic, V., Chen, X., Li, Y., Cheng, Y. & Wu, X. (2017). Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 44, 1218–1247.
Lieven, E., Behrens, H., Speares, J., & Tomasello, M. (2003). Early syntactic creativity: A usage-based approach. Journal of Child Language, 30, 333–370.
Lieven, E. V. M. 2010. Input and first language acquisition: Evaluating the role of frequency. Lingua, 120(11), 546–2556.
Lignos, C., & Yang, C. (2016). Morphology and language acquisition. In A. Hippisley & G. Stump (Eds.), The Cambridge handbook of morphology (pp. 765–791). Cambridge, UK: Cambridge University Press.
Lustigman, L. (2012). Developing structural specification: Productivity in early Hebrew verb usage. First Language, 33, 47–67.
Lustigman, L., & Clark, E. V. (2019). Exposure and feedback in language acquisition: Adult construals of children’s early verb-form use in Hebrew. Journal of Child Language, 46, 241–264.
Lyytinen, P., & Lyytinen, H. (2004). Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia. Applied Psycholinguistics, 25, 397–411.
MacWhinney, B. (1976). Hungarian research on the acquisition of morphology and syntax. Journal of Child Language, 3, 397–410.
MacWhinney B. (2008). Enriching CHILDES for morphosyntactic analysis. In H. Behrens (Ed.), Corpora in language acquisition research: History, methods, perspectives (Vol. 6, pp. 165–198). Amsterdam, The Netherlands: John Benjamins.
MacWhinney, B. (2010). Computational models of child language learning: An introduction. Journal of Child Language, 37, 477–485.
MacWhinney, B., & Snow, C. E. (1990). The Child Language Data Exchange System: An update. Journal of Child Language, 17, 457–472.
Marchman, V. A., & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language, 21, 339–366.
Marcus, G. F. (1995). The acquisition of the English past tense in children and multilayered connectionist networks. Cognition, 56, 271–279.
Marcus, G. F., Brinkmann, U., Clahsen, H., Weise, R., & Pinker, S. (1995). German inflection: The exception that proves the rule. Cognitive Psychology, 29, 189–256.
Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., & Xu, F. (1992). Overregularization in language acquisition. Monographs of the Society for Research in Child Development, 57, 1–182.
Mariscal, S. (2009). Early acquisition of gender agreement in the Spanish noun phrase: Starting small. Journal of Child Language, 36, 143–171.
Marquis, A., & Shi, R. (2012). Initial morphological learning in preverbal infants. Cognition, 122, 61–66.
Maslen, R. J. C., Theakston, A., Lieven, E., & Tomasello, M. (2004). A dense corpus study of past tense and plural overregularization in English. Journal of Speech Language and Hearing Research, 47(6), 1319–1333.
Matsuo, A., Kita, S., Shinya, Y., Wood, G. C., & Naigles, L. (2012). Japanese two-year-olds use morphosyntax to learn novel verb meanings. Journal of Child Language, 39, 637–663.
Matthews, D. E., & Theakston, A. L. (2006). Errors of omission in English-speaking children’s production of plurals and the past tense: The effects of frequency, phonology, and competition. Cognitive Science, 30, 1027–1052.
McBride-Chang, C., Tardif, T., Cho, J.-R., Shu, H., Fletcher, P., Stokes, S. F., & Leung, K. (2008). What’s in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29, 437–462.
McCauley, S. M., & Christiansen, M. S. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126, 1–51.
McLelland, J. L., & Patterson, K. (2002). Rules or connections in past-tense inflections: What does the evidence rule out? Trends in Cognitive Sciences, 6, 465–472.
Messenger, K., Branigan, H. P., & Mclean, J. F. (2012). Is children’s acquisition of the passive a staged process? Evidence from six- and nine-year-olds’ production of passives. Journal of Child Language, 39, 991–1016.
Mintz, T. H. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91–117.
Moerk, E. L. (1991). Positive evidence for negative evidence. First Language, 11, 219–251.
Moran, S., Blasi, D. E., Schikowski, R., Küntay, A. C., Pfeiler, B., Allen, S., & Stoll, S. (2018). A universal cue for grammatical categories in the input to children: Frequent frames. Cognition, 175, 131–140.
Nicoladis, E., Palmer, A., & Marentette, P. (2007). The role of type and token frequency in using past tense morphemes correctly. Developmental Science, 10, 237–254.
Nippold, M. (2016). Later language development: School-age children, adolescents, and young adults (4th ed.). Austin, TX: Pro-Ed.
Nippold, M. L., & Sun, L. (2008). Knowledge of morphologically complex words: A developmental study of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 39, 365–373.
Onnis, L., & Christiansen, M. H. (2008). Lexical categories at the edge of the word. Cognitive Science, 32, 184–221.
Onnis, L., & Thiessen, E. (2013). Language experience changes subsequent learning. Cognition, 126, 268–284.
Orsolini, M., Fanari, R., & Bowles, H. (1998). Acquiring regular and irregular inflection in a language with verb classes. Language and Cognitive Processes, 13, 425–464.
Ota, M., & Skarabela, B. (2018). Reduplication facilitates early word segmentation. Journal of Child Language, 45, 204–218.
Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., . . . Shu, H. (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year longitudinal study. Developmental Science, 19, 982–991.
Parker, M. D., & Brorson, K. (2005). A comparative study between mean length of utterance in morphemes (MLUm) and mean length of utterance in words (MLUw). First Language, 25, 365–376.
Perry, C., Ziegler, J. C., & Coltheart, M. (2002). A dissociation between orthographic awareness and spelling production. Applied Psycholinguistics, 23, 43–73.
Pinker, S., & Prince, A. (1992). Regular and irregular morphology and the psychological status of rules of grammar. In L. A. Sutton, C. Johnson, & R. Shields (Eds.), Proceedings of the Seventeenth Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on The Grammar of Event Structure (1991) (pp. 230–251). New York, NY: Linguistic Society of America.
Pinker, S., & Ullman, M. T. (2002). The past and future of the past tense. Trends in Cognitive Sciences, 6, 456–463.
Pizzuto, E., & Caselli, M. C. (1992). The acquisition of Italian morphology: Implications for models of language development. Journal of child language, 19(3), 491–557.
Plunkett, K., & Marchman, V. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48, 21–69.
Racz, P., Pierrehumbert, J. B., Hay, J. B., & Papp, V. (2015). Morphological emergence. In B. MacWhinney & W. O’Grady (Eds.), The handbook of language emergence (pp. 123–146). Malden, MA: John Wiley.
Ragnarsdóttir, H., Simonsen, H. G., & Plunkett, K. (1999). The acquisition of past tense morphology in Icelandic and Norwegian children: An experimental study. Journal of Child Language, 26(3), 577–618.
Rakhlin, N., Kornilov, S. A., & Grigorenko, E. L. (2014). Gender and agreement processing in children with Developmental Language Disorder. Journal of Child Language, 41, 241–274.
Ramscar, M., Dye, M., Blevins, J., & Baayen, H. (2018). Morphological development. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders. Theoretical, empirical, and applied linguistics perspectives (pp. 181–202). Berlin, Germany: Mouton de Gruyter.
Ramscar, M., & Gitcho, N. (2007). Developmental change and the nature of learning in childhood. Trends in Cognitive Sciences, 11, 274–279.
Rasanen, S. H. M., Ambridge, B., & Pine, J. M. (2014). Infinitives or bare stems? Are English-speaking children defaulting to the highest-frequency form? Journal of Child Language, 41, 756–779.
Rasanen, S. H. M., Ambridge, B., & Pine, J. M. (2016). An elicited-production study of inflectional verb morphology in child Finnish. Cognitive Science, 40, 1704–1738.
Ravid, D. (1995). Language change in child and adult Hebrew: A psycholinguistic perspective. New York, NY: Oxford University Press.
Ravid, D. (1998). Diminutive -i in early child Hebrew: An initial analysis. In S. Gillis (Ed.), Studies in the acquisition of number and diminutive marking (pp. 149–174). Antwerp, Belgium: Antwerp University Press.
Ravid, D. (2003). A developmental perspective on root perception in Hebrew and Palestinian Arabic. In Y. Shimron (Ed.), Language processing and acquisition in languages of Semitic, root-based morphology (pp. 293–319). Amsterdam, The Netherlands: John Benjamins.
Ravid, D. (2004). Later lexical development in Hebrew: Derivational morphology revisited. In R. A. Berman (Ed.), Language development across childhood and adolescence: Psycholinguistic and crosslinguistic perspectives (pp. 53–82). Amsterdam, The Netherlands: John Benjamins.
Ravid, D. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling. New York, NY: Springer.
Ravid, D. (in press). Derivational morphology. In R. A. Berman (Ed.), Ausage-based descriptive grammar of Modern Hebrew. Amsterdam, The Netherlands: John Benjamins.
Ravid, D., Ashkenazi, O., Levie, R., Ben Zadok, G., Grunwald, T., Bratslavsky, R., & Gillis, S. (2016a). Foundations of the root category: Analyses of linguistic input to Hebrew-speaking children. In R. Berman (Ed.), Acquisition and development of Hebrew: From infancy to adolescence (pp. 95–134). Amsterdam, The Netherlands: John Benjamins.
Ravid, D., & Avidor, A. (1998). Acquisition of derived nominals in Hebrew: Developmental and linguistic principles. Journal of Child Language, 25, 229–266.
Ravid, D., Avivi-Ben Zvi, G., & Levie, R. (1999). Derivational morphology in SLI children: Structure and semantics of Hebrew nouns. In M. Perkins & S. Howard (Eds.), New directions in language development and disorders (pp. 39–49). New York, NY: Plenum .
Ravid, D., & Bar-On, A. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors. Reading & Writing, 18, 231–256.
Ravid, D., Bar-On, A., Levie, R., & Douani, O. (2016b). Hebrew adjective lexicons in developmental perspective: Subjective register and morphology. The Mental Lexicon, 11, 401–428.
Ravid, D., & Berman, R. (2009). Developing linguistic register in different text types. Pragmatics & Cognition, 17, 108–145.
Ravid, D., Dressler, W. U., Nir-Sagiv, B., Korecky-Kröll, K., Souman, A., Rehfeldt, K., . . . Gillis, S. (2008). Core morphology in child directed speech: Crosslinguistic corpus analyses of noun plurals. In H. Behrens (Ed.), Corpora in language acquisition research (pp. 25–60). Amsterdam, The Netherlands: John Benjamins.
Ravid, D., & Farah, R. (1999). Learning about noun plurals in early Palestinian Arabic. First Language, 19, 187–206.
Ravid, D., & Hayek, L. (2003). Learning about different ways of expressing number in the development of Palestinian Arabic. First Language, 23, 41–63.
Ravid, D., & Levie, R. (2010). Adjectives in the development of text production: Lexical, morphological and syntactic analyses. First Language, 30, 27–55.
Ravid, D., & Malenky, A. (2001). Awareness of linear and nonlinear morphology in Hebrew: A developmental study. First Language, 21, 25–56.
Ravid, D., & Schiff, R. (2006). Morphological abilities in Hebrew-speaking gradeschoolers from two socio-economic backgrounds: An analogy task. First Language, 26, 381–402.
Ravid, D., & Schiff, R. (2009). Morpho-phonological categories of noun plurals in Hebrew: A developmental study. Linguistics, 47, 45–63.
Ravid, D., & Schiff, R. (2012). From dichotomy to divergence: Number/gender marking on Hebrew nouns and adjectives across schoolage. Language Learning, 62, 133–169.
Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29, 419–448.
Ravid, D., & Vered, L. (2017). Hebrew verbal passives in later language development: The interface of register and verb morphology. Journal of Child Language, 44, 1309–1336.
Rojas-Nieto, C. (2014). Verb sequences and early verb inflection in Spanish: Frequency, patterning and possible effects. Language, Interaction and Acquisition, 5, 82–99.
Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the “30 million word gap:” Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710.
Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints. Current Directions in Psychological Science, 12, 110–114.
Saiegh-Haddad, E., Hadieh, A., & Ravid, D. (2012). Acquiring noun plurals in Palestinian Arabic: Morphology, familiarity, and pattern frequency. Language Learning, 62, 1024–1051.
Samuelson, L. K. (2009). A core principle of studying language acquisition: It’s a developmental system. Developmental Science, 12, 407–409.
Sandra, D. (2018). The role of morphology in reading and writing. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders. Theoretical, empirical, and applied linguistics perspectives (pp. 475–500). Berlin, Germany: Mouton de Gruyter.
Savickienė, I., & Dressler, W. U. (Eds.). (2007). The acquisition of diminutives: A cross-linguistic perspective. Amsterdam, The Netherlands: John Benjamins.
Savickienė, I., Dressler, W. U., Barcza, V., Bodor, P., Ketrez, F. N., Korecky-Kröll, K., . . . Thomadaki, E. (2009). Diminutives as pioneers of derivational and inflectional development—A cross-linguistic perspective. In M. Bertuccelli Papi, A. Bertacca, & S. Bruti (Eds.), Threads in the complex fabric of language (pp. 339–354). Pisa, Italy: Felici Editore.
Savickiene, I., Kempe, V., & Brooks, P. J. (2009). Acquisition of gender agreement in Lithuanian: Exploring the effect of diminutive usage in an elicited production task. Journal of Child Language, 36, 477–494.
Schiff, R., Cohen, M., Ben-Artzi, E., Sasson, A., & Ravid, D. (2016). Auditory morphological knowledge among children with developmental dyslexia. Scientific Studies of Reading, 20, 140–154.
Schiff, R., & Ravid, D. (2012). Linguistic processing in Hebrew-speaking children from low and high SES backgrounds. Reading & Writing, 25, 1427–1448.
Schiff, R., Ravid, D., & Levy-Shimon, S. (2011). Children’s command of plural and possessive marking on Hebrew nouns: A comparison of obligatory vs. optional inflections. Journal of Child Language, 38, 433–454.
Schipke, C. S., & Kauschke, C. (2011). Early word formation in German language acquisition: A study on word formation growth during the second and third years. First Language, 31, 67–82.
Segall, O., Nir-Sagiv, B., Kishon-Rabin, L., & Ravid, D. (2008). Prosodic patterns in Hebrew child directed speech. Journal of Child Language, 35, 1–28.
Seidenberg, M. S., & Gonnerman, L. M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4, 353–361.
Ševa, N., Kempe, V., Brooks, P. J., Mironova, N., Pershukova, A., & Fedorova, O. (2007). Crosslinguistic evidence for the diminutive advantage: Gender agreement in Russian and Serbian. Journal of Child Language, 34, 111–131.
Shirai, Y. (2015). Frequency effects in grammatical development: A cross-linguistic, functional approach to form–function mapping. Journal of Child Language, 42, 312–315.
Silva, C., Cadime, I., Ribeiro, I., Santos, S., Santos, A. L., & Viana, F. L. (2017). Parents’ reports of lexical and grammatical aspects of toddlers’ language in European Portuguese: Developmental trends, age and gender differences. First Language, 37, 267–284.
Slobin, D. I. (1996). From “thought and language” to “thinking for speaking”. In J. Gumperz & S. Levinson (Eds.), Rethinking linguistic relativity (pp. 70–96). Cambridge, UK: Cambridge University Press.
Slobin, D. I. (Ed.). (1985–1995). The crosslinguistic study of language acquisition. Hillsdale, NJ: Erlbaum.
Slobin, D. I., & Bever, T. G. (1982). Children use canonical sentence schemas: A crosslinguistic study of word order and inflections. Cognition, 12, 229–265.
Smolík, F. (2014). Noun imageability facilitates the acquisition of plurals: Survival analysis of plural emergence in children. Journal of Psycholinguistic Research, 43, 335–350.
Smolík, F., & Bláhová, V. (2019). Czech 23-month-olds use gender agreement to anticipate upcoming nouns. Journal of Experimental Child Psychology, 178, 251–265.
Snow, C. E. (1995). Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney (Eds.), Handbook of child language (pp. 180–193). Oxford, UK: Blackwell.
St. Clair, M. C., Monaghan, P., & Christiansen, M. H. (2010). Learning grammatical categories from distributional cues: Flexible frames for language acquisition. Cognition, 116, 341–360.
Stephany, U., & Voeikova, M. D. (Eds.). (2009). Development of nominal inflection in first language acquisition: A cross-linguistic perspective. Berlin, Germany: Mouton de Gruyter.
Sultana, A., Stokes, S., Klee, T., & Fletcher, P. (2016). Morphosyntactic development of Bangla-speaking preschool children. First Language, 36, 637–657.
Swan, D. W. (2000). How to build a lexicon: A case study of lexical errors and innovations. First Language, 20, 187–204.
Szagun, G. (2001). Learning different regularities: The acquisition of noun plurals by German-speaking children. First Language, 21, 109–141.
Szagun, G. (2011). Regular/irregular is not the whole story: The role of frequency and generalization in the acquisition of German past participle inflection. Journal of Child Language, 38, 731–762.
Szagun, G., Steinbrink, C., Franik, M., & Stumper, B. (2006). Development of vocabulary and grammar in young German-speaking children assessed with a German language development inventory. First Language, 26, 259–280.
Tatsumi, T., & Pine, J. M. (2016). Comparing generativist and constructivist accounts of the use of the past tense form in early child Japanese. Journal of Child Language, 43, 1365–1384.
Theakston, A., & Lieven, E. (2004). A dense corpus study of past tense and plural overregularization in English. Journal of Speech Language and Hearing Research, 47, 1319–1333.
Thomas, E. M., & Mueller Gathercole, V. C. (2007). Children’s productive command of grammatical gender and mutation in Welsh: An alternative to rule-based learning. First Language, 27, 251–278.
Thomas, M. S. C., & Karmiloff-Smith, A. (2003). Modeling language acquisition in atypical phenotypes. Psychological Review, 110, 647–682.
Thordardottir, E. T., & Weismer, S. E. (1998). Mean length of utterance and other language sample measures in early Icelandic. First Language, 18, 1–32.
Thordardottir, E. T., Weismer, S. E., & Evans, J. L. (2002). Continuity in lexical and morphological development in Icelandic and English-speaking 2-year-olds. First Language, 22, 3–28.
Tibi, S., Tock, J. L., & Kirby, J. R. (2019). The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study. Applied Psycholinguistics, 40(2), 303–322.
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
Treiman, R., & Kessler, B. (2005). Writing systems and spelling development. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 120–134). Oxford, UK: Blackwell.
Trudeau, N., & Sutton, A. (2011). Expressive vocabulary and early grammar of 16- to 30-month-old children acquiring Quebec French. First Language, 31, 480–507.
Turnbull, K., Deacon, H. S., & Kay-Raining Bird, E. (2011). Mastering inflectional suffixes: A longitudinal study of beginning writers’ spellings. Journal of Child Language, 38, 533–553.
Uno, M. (2016). A usage-based approach to early-discourse pragmatic functions of the Japanese subject markers wa and ga. Journal of Child Language, 43, 81–106.
Vainio, S., Pajunen, A., & Häikiö, T. (2018). Acquisition of Finnish derivational morphology: School-age children and young adults. First Language, 39, 139–157.
Vainio, S., Pajunen, A., & Häikiö, T. (2019). Acquisition of Finnish derivational morphology: School-age children and young adults. First Language, 39(2), 139–157.
Veneziano, E. (2018). Learning conversational skills and learning from conversation. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 311–328). Berlin, Germany: Mouton de Gruyter.
Veneziano, E., & Clark, E. (2016). Early verb constructions in French: Adjacency on the left edge. Journal of Child Language, 43, 1193–1230.
Veneziano, E., & Sinclair, H. (2000). The changing status of “filler syllables” on the way to grammatical morphemes. Journal of Child Language, 27, 461–500.
Viana, F. L., Pérez-Pereira, M., Cadime, I., Silva, C., Santos, S., & Ribeiro, I. (2017). Lexical, morphological and syntactic development in toddlers between 16 and 30 months old: A comparison across European Portuguese and Galician. First Language, 37, 285–300.
Warlaumont, A. S., & Jarmulowicz, L. (2012). Caregivers’ suffix frequencies and suffix acquisition by language impaired, late talking, and typically developing children. Journal of Child Language, 39, 1017–1042.
Wilson, S. M. (2003). Lexically specific constructions in the acquisition of inflection in English. Journal of Child Language, 30, 75–115.
Xanthos, A., Laaha, S., Gillis, S., Stephany, U., Aksu-Koç, A., Christofidou, A., . . . Dressler, W. U. (2011). On the role of morphological richness in the early development of noun and verb inflection. First Language, 31, 461–479.
Yuan, S., Fisher, C., & Snedeker, J. (2012). Counting the nouns: Simple structural cues to verb meaning. Child Development, 83, 1382–1399.
Zapf, J. E., & Smith, L. B. (2007). When do children generalize the plural to novel nouns? First Language, 27, 53–73.
FAQs
First-Language Acquisition of Morphology? ›
First-language acquisition of morphology refers to the process whereby native speakers gain full and automatic command of the inflectional and derivational machinery of their mother tongue.
Who first used the word morphology? ›The term "morphology" was introduced into linguistics by August Schleicher in 1859.
What are the first stages of language acquisition? ›The prelinguistic stage (0 to 12 months)
This is the very first stage of the language acquisition process. While it might sound like your newborn is making random sounds and noises, like cooing or babbling, you should know that they are in fact in the first stage of developing language skills.
As children learn more words, storing them in memory and producing them themselves, they come to analyze their internal morphological structure. They begin to identify roots and stems inside complex words, in both compound and derived forms, and simultaneously isolate any derivational affixes attached to those roots.
What is the first theory of language acquisition? ›Behaviorist Theory of Language Acquisition
One of the earliest scientific explanations of language acquisition was provided by Skinner (1957). As one of the pioneers of behaviorism, he accounted for language development using environmental influence, through imitation, reinforcement, and conditioning.
Morphology, the study of forms, is the branch of linguistics that deals with the internal structure of complex words. The term was first used in linguistics by August Schleicher in 1859.
Who is the father of morphology? ›While the concept of form in biology, opposed to function, dates back to Aristotle (see Aristotle's biology), the field of morphology was developed by Johann Wolfgang von Goethe (1790) and independently by the German anatomist and physiologist Karl Friedrich Burdach (1800).
What are the four methods in first-language acquisition? ›Child language acquisition is the process by which children acquire language. The four stages of language acquisition are babbling, the one-word stage, the two-word stage, and the multi-word stage.
What is the sequence of first-language acquisition? ›Hence, we conclude that Cooing, Babbling, The one-word stage, Telegraphic speech, and Adult sentence structure are the correct sequence of language acquisition stages.
What are the elements of first-language acquisition? ›Stage | Typical age |
---|---|
Babbling | 6-8 months |
One-word stage (better one-morpheme or one-unit) or holophrastic stage | 9-18 months |
Two-word stage | 18-24 months |
Telegraphic stage or early multiword stage (better multi-morpheme) | 24-30 months |
What is language acquisition of morphology? ›
First-language acquisition of morphology refers to the process whereby native speakers gain full and automatic command of the inflectional and derivational machinery of their mother tongue.
What is an example of morphology in language development? ›For instance, the word "dogs" is composed of two morphemes: the stem word "dog" and the inflectional suffix "-s" to indicate the plural form of "dog". The word "jumped" is composed of two morphemes: the stem word "jump" and the inflectional suffix "-ed" to indicate the past tense of "jump".
When should morphology be taught? ›There are many studies that support addressing morphological awareness in the early years in elementary school, whereas traditionally it has been a focus in middle school and high school.
How will you define first-language acquisition? ›First language acquisition (FLA) is referred to the phenomenon of a child acquiring their first language. FLA is instinctive as it requires no instruction. FLA starts at birth with the pre-production step. Later, children use telegraphic language as they develop their first language.
What is the first stage of language acquisition? ›The pre-linguistic stage is the first of the stages of speech development. This stage is followed by the babbling stage, the first words stage, the two-word stage, and the telegraphic stage.
What are the principles of first-language acquisition? ›There are two main guiding principles in first-language acquisition: speech perception always precedes speech production, 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 phonemes.
What is the origin of the word morphology? ›The earliest known use of the noun morphology is in the 1820s. OED's earliest evidence for morphology is from 1828, in a translation by Robert Knox, anatomist and ethnologist. morphology is a borrowing from French. Etymons: French morphologie.
Who discovered plant morphology? ›Johann Wolfgang von Goethe (1749-1832) was not only a famous poet but also the founder of 'morphology'.
Who developed first the morphological typology? ›Morphological typology in its modern sense is held to have originated in the well-known classification of languages into “isolating / analytic,” “agglutinating,” “flexive,” and “incorporating/polysynthetic” proposed by the German philologists and philosophers Friedrich von Schlegel (1808) and August Wilhelm von ...
How long has morphology been around? ›As a scientific discipline, plant morphology is 211 yr old, originated by Goethe in 1790. It is a discipline that has largely been Germanic in practice.