Parameter setting within a socially realistic linguistics

Wilson, John F.; Henry, Alison

doi:10.1017/s0047404598001018

Cited by 16 publications

(13 citation statements)

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“…This process resulted in the selection of parents and children from thirty-three research projects in the CHILDES archive: the British projects Howe (1981), Korman (1984), Theakston, Lieven, Pine, and Rowland (2001), Wells (1981), and Wilson and Henry (1998), and the North American projects Bates, Bretherton, and Snyder (1988; and see also Carlson-Luden, 1979), Bellinger and Gleason (1982), Bernstein (1982; and see also Bernstein-Ratner, 1984), Bliss (1988), Bloom (1970, 1973), Brent and Siskind (2001), Brown (1973), Clark (1978), Demetras (1989a, 1989b), Feldman (1998), Hayes (2000), Higginson (1985), Kuczaj (1976), McMillan (unpublished; see description in MacWhinney, 2000), MacWhinney (2000), Morisset (1991), Post (1992), Rollins (2003), Sachs (1983), Snow et al (1996), Suppes (1974), Tardif, Gelman, and Xu (1999), Valian (1991), Van Houten (1986), Warren-Leubecker (1982; and see also Warren-Leubecker & Bohannon, 1984), and Wilson and Peters (1988). From these projects, we selected the observational studies of 471 different parent–child dyads involving a target child of the correct age range, namely, below 3;6.…”

Section: Methodsmentioning

confidence: 99%

Bids for joint attention by parent–child dyads and by dyads of young peers in interaction

Ninio

2015

J. Child Lang.

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Before they are 3;0-3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the 'here-and-now'. We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives produced by parents to children, children to peers, and children to parents. Of 391 English-speaking parents, 88% generated attention-directives, mostly Look!, See!, and Watch! Of 15 children (2;10-3;7) engaging in dyadic peer-interaction, only 26% produced such utterances. By comparison, 62% of 268 children (1;2-3;3) addressed such directives to parents. Interaction with peers in young children does not involve joint attention to a shared environmental focus, although it does with parents. The reason may be pragmatic: shared attention in parent-child dyads is a means to get information or help; it may seem pointless for a child to address such directives to a peer.

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Section: Methodsmentioning

confidence: 99%

Bids for joint attention by parent–child dyads and by dyads of young peers in interaction

Ninio

2015

J. Child Lang.

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“…This move has allowed acquisition researchers to relax the idealization that the child is exposed to an unvarying, homogeneous speech community and provides theoretical tools with which to examine more carefully non-categorical properties of the input and their impact on acquisition. After all, as pointed out by Wilson and Henry (1998), variability in the input is actually the norm, and the acquisition device must be able to cope with it.…”

Section: Introductionmentioning

confidence: 99%

Effects of variable input in the acquisition of plural in two dialects of Spanish

Miller

Schmitt

2010

Lingua

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“…For this study, we examined the Reprise Fragment and Sluicing production of [all] eight subjects from the Belfast corpus (Henry, 1995;Wilson & Henry, 1998) as well as eight subjects of the Manchester corpus (Rowland et al, 2003;Theakston, Lieven, Pine, & Rowland, 2001). Both corpora, from the CHILDES database, emerged from longitudinal studies of monolingual British English-speaking children in free play situations and in the presence of a carer-typically their mother-at home.…”

Section: Methodsmentioning

confidence: 99%

Divergently Seeking Clarification: The Emergence of Clarification Interaction

Ginzburg

Kolliakou

2018

Topics in Cognitive Science

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Clarification requests, queries posed in response to a "problematic" (misheard, misunderstood, etc.) utterance, are a challenge to mainstream semantic theories because they call into question notions such as "shared content" or "the context." Given their strong parallelism requirements, elliptical clarification requests introduce in addition significant complexities concerning the need for long-term maintenance of non-semantic information in context. In this paper, we consider a puzzle concerning the emergence of elliptical clarification requests in child English: Data from the Belfast and Manchester corpora from CHILDES demonstrate that reprise fragments, the highest frequency clarification request construction among adults, emerges with significant delay in comparison with reprise sluices, bare wh-phrases used to request clarification. This is a puzzling finding a priori: first, since reprise fragments are by most plausible measures the most readily available clarification request form in that it involves mere repetition of material primed by the previous utterance and children have the ability to repeat parts of the previous utterance from the earliest stages of speech. Moreover, as we show, reprise fragments predominate-in some cases vastly so, over sluicing in the input of fragmentary clarification requests available to the child-and it would, therefore, be difficult to construct an explanation for order of emergence primarily based on frequency of the construction in the children's input. Our account is based on grammatical explication of the difference between the constructions, how constructional difference is represented in a hierarchy of constructions, and in terms of a notion of semantic complexity that suggests reprise sluicing is, in fact, less complex than reprise fragments.

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Parameter setting within a socially realistic linguistics

Cited by 16 publications

References 0 publications

Bids for joint attention by parent–child dyads and by dyads of young peers in interaction

Bids for joint attention by parent–child dyads and by dyads of young peers in interaction

Effects of variable input in the acquisition of plural in two dialects of Spanish

Divergently Seeking Clarification: The Emergence of Clarification Interaction

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