2021
DOI: 10.3389/fpsyg.2021.661022
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On the Structure and Source of Individual Differences in Toddlers' Comprehension of Transitive Sentences

Abstract: How children learn grammar is one of the most fundamental questions in cognitive science. Two theoretical accounts, namely, the Early Abstraction and Usage-Based accounts, propose competing answers to this question. To compare the predictions of these accounts, we tested the comprehension of 92 24-month old children of transitive sentences with novel verbs (e.g., “The boy is gorping the girl!”) with the Intermodal Preferential Looking (IMPL) task. We found very little evidence that children looked to the targe… Show more

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