dc.contributor.author | De la Cruz Pavía, Irene | |
dc.contributor.author | Marino, Caterina | |
dc.contributor.author | Gervain, Judit | |
dc.date.accessioned | 2021-10-21T08:56:55Z | |
dc.date.available | 2021-10-21T08:56:55Z | |
dc.date.issued | 2021-09 | |
dc.identifier.citation | Trends In Cognitive Sciences 25(9) : 802-812 (2021) | es_ES |
dc.identifier.issn | 1364-6613 | |
dc.identifier.issn | 1879-307X | |
dc.identifier.uri | http://hdl.handle.net/10810/53510 | |
dc.description.abstract | We examine the beginning of the acquisition of the relative order of function and content words, a fundamental but cross-linguistically highly variable aspect of grammar. A review of the existing empirical literature shows that infants as young as 8 months of age can distinguish between functors and content words, and have a rudimentary knowledge of the order of these two universal lexical categories in their native language. Furthermore, human adults and nonhuman animals such as rodents process the same linguistic information differently from infants, emphasizing the developmental relevance of bootstrapping function/content word order from surface cues available in the input. We discuss the implications of these findings for a synergistic view of language acquisition, considering how grammar acquisition interacts with word learning. | es_ES |
dc.description.sponsorship | This work was supported by the Agence Nationale de la Recherche (French Investissements d'Avenir - Labex Empirical Foundations of Linguistics (EFL) Program ANR10LABX0083, ANR-15-CE37-0009-01 'SpeechCode') , the Basque Foun-dation for Science Ikerbasque, the Spanish Ministry of Science and Innovation (PID2019105100RJI00) , and the European Research Council (consolidator grant 773202 ERC-2017-COG 'BabyRhythm') | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Elsevier | es_ES |
dc.relation | info:eu-repo/grantAgreement/MICINN/PID2019-105100RJ-I00 | es_ES |
dc.relation | info:eu-repo/grantAgreement/EC/H2020/773202 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | syntactic categorization | es_ES |
dc.subject | child learners | es_ES |
dc.subject | infants | es_ES |
dc.subject | frequency | es_ES |
dc.subject | segmentation | es_ES |
dc.subject | sensitivity | es_ES |
dc.subject | perception | es_ES |
dc.subject | morphemes | es_ES |
dc.subject | elements | es_ES |
dc.subject | adults | es_ES |
dc.title | Learning word order: early beginnings | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | This article is available under the Creative Commons license (CC BY-NC-ND 4.0) | es_ES |
dc.rights.holder | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.relation.publisherversion | https://www-sciencedirect-com.ehu.idm.oclc.org/science/article/pii/S1364661321001212?via%3Dihub | es_ES |
dc.identifier.doi | 10.1016/j.tics.2021.04.011 | |
dc.contributor.funder | European Commission | |
dc.departamentoes | Lingüística y estudios vascos | es_ES |
dc.departamentoeu | Hizkuntzalaritza eta euskal ikasketak | es_ES |