LANGUAGE LEARNABILITY AND LANGUAGE DEVELOPMENT

这个项目旨在了解儿童如何获得的语法 他们的第一语言 语言习得理论是由 考虑到成人语言的结构和语言输入 提供给儿童，制定能够 从输入中发现语言，并测试孩子是否使用 这样的过程。 技术包括分析儿童的自发 言语，并在实验中测试他们，让他们表演句子， 描述图片，或判断其他发言者的可接受性 言论。 本阶段项目的重点是收购 变形（例如步行/步行），以及人体的重要组成部分 语言 这是一个中心议题研究的性质 具体来说，它是否像计算机处理规则（例如， “要形成过去，在一个词后面加上-艾德”），就像一个联想的网络 （其中心理单位代表单词的声音，如“wa”和“wu”。 'ak'，通过练习与代表声音的单位联系在一起 过去式，如“akd”）。 该项目旨在回答经验主义 与此相关的问题：为什么孩子们使用正确的 不规则的形式，比如在他们开始犯错误之前， 这是因为早期正确的形式是通过死记硬背来学习的， 错误是由于规则的使用？ 是什么导致孩子犯错 就像现在一样-是由于证据的相对数量的变化 提供给孩子不同的方式形成过去式， 掌握现在和过去之间的语义区别， 年龄，还是整体语言发展？ 的本质是什么 孩子们用来创造过去时形式的心理操作- 从现在时动词的声音到过去的声音的联想 时态动词，基于遇到的相似发音形式的类比 事先，或一个规则，是敏感的词的语法 结构？ 是什么让孩子们不再犯类似的错误：频繁 暴露于正确的形式，如来了，匹配了来了，来了两个 同一个词的不同版本，意识到“来”的意思是“过去的”， 还是父母的管教 答案将帮助我们理解 大脑处理复杂的规则控制的信息。 它也可以 从而精确描述正常儿童的能力， 学习可以应用于语言综合症的屈折变化 疾病，帮助诊断，表征和补救 这种综合症。 此外，了解学习如何成功， 儿童可以帮助设计第二语言教学课程。

This project seeks to understand how children acquire the grammar of their first language. Theories of language acquisition are developed by considering the structure of adult languages and the linguistic input available to children, formulating processes that are capable of discovering languages from input, and testing to see if children use such processes. Techniques include analyzing children's spontaneous speech, and testing them in experiments in which they act out sentences, describe pictures, or judge the acceptability of other speakers' utterances. This phase of the project focuses on the acquisition of inflection (e.g. walk/walked), and important component of human languages. This is a central topic in research on the nature of the mind, specifically, whether it is like a computer processing rules (e.g. "to form the past, add -ed to a word"), like a network of associations (where mental units standing for sounds of the word, such as 'wa' and 'ak', are associated through practice with units standing for sounds of the past form, such as 'akd'). The project seeks to answer empirical questions relevant to this debate: Why do children use correct irregular forms like came before they start to make errors such as comed- is because the early correct forms are learned by rote and the errors are to due to rule use? What causes children to make mistakes like comed - is due to a change in the relative amounts of evidence available to the child for different ways of forming the past tense, to the mastery of the semantic distinction between present and past, to age, or to overall linguistic development? What is the nature of the mental operation that children use to create past tense forms - associations from the sounds of present tense verbs to sounds of past tense verbs, based on analogies to similar-sounding forms encountered beforehand, or a rule that is sensitive to the word's grammatical structure? What makes children stop making errors like comed: frequent exposure to correct forms like came, matching up came and come as two versions of the same word, realizing that came means 'come in the past', or parental corrections? The answers will help our understanding of how the brain processes complex rule-governed information. It could also lead to a precise characterization of normal children's abilities to learn inflection which can then be applied to syndromes of language disorders, helping in the diagnosis, characterization, and remediation of such syndromes. In addition, understanding how learning succeeds in children may help in the design of second language teaching curricula.