False Starts and Filler Syllables: Ways to Learn Grammatical Morphemes

Abstract

Studying the pragmatic microstructure of aphasic and normal speech: An experimental approach. L. Menn. In Menn & Bernstein Ratner (eds.), Methods for Studying Language Production. Hillsdale, NJ: Erlbaum. pp.377-401.(2000) In the beginning was the wug: Forty years of language elicitation studies. Ratner, Nan Bernstein & Lise Menn. 2000. In Menn & Bernstein Ratner (eds.), Methods for Studying Language Production. Hillsdale, NJ: Erlbaum. pp. 1-23. It's time to face a simple question: What makes canonical form simple? Brain and Language 71, 157-159. Menn, L. 2000. Can speech development at thirty-six months in children with hearing loss be predicted from information available in the second year of life? Obenchain, Patrick, Lise Menn, and Christine Yoshinaga-Itano. 2000. In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. Is babble the gateway to speech for all children? A longitudinal study of deaf and hard-of-hearing infants.

Early acquisition of gender agreement in the Spanish noun phrase: starting small

“…This variability, even though found in only one subject, could not be accounted for by rules at any linguistic level. Variability is, of course, a phenomenon found and accounted for by different researchers, such as Peters & Menn (1993) and López-Ornat (2003), but in our opinion it has not been sufficiently operationalized and quantified.…”

“…We consider the term ' proto-articles ' (Lleó, 1997(Lleó, , 2001) appropriate in order to describe them, as long as it does not imply any kind of system-wide syntactic category. These vN utterances, when neither their functions nor their forms are completely adjusted to the normative model, could be explained, as some authors have proposed, by alluding to phonological bootstrapping processes (Peters & Menn, 1993 ;Gerken, 1996 ;López-Ornat, 1997, 2003.…”

Two routes to language: stylistic variation in one child

“…She reported the same desire to retain syllable number and position of stress and found these factors to be the first to be managed in language acquisition. Similarly, Peters & Menn (1993) Peters & Menn (1993) Peters (1977), Peters & Menn (1993), Stem & Stem (1928), Vihman (1981). As Annalena did not apply these strategies in all situations or for all words, they obviously served to provide her with provisional substitutes that enabled the child to take part in the 'language-game' when there was too much information to process at the same time.…”

“…Peters & Menn (1993) indicated that a child's limited attention span in the face of too much information is often restrictive to language acquisition.…”

The Place of Universal Grammar in the Study of Language and Mind: A Response to Dabrowska (2015)

“…Finally, D observes that children have different learning mechanisms (e.g. Peters, 1977;Nelson, 1981;Peters & Menn, 1993). They may learn "top-down" (holistically), where whole units of information are stored as wholes and children have to learn how to decompose them, or "bottom-up" (analytically), where children learn individual words and build up structure from there.…”