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Acknowledgements | p. vi |
Reader Quotations | p. xi |
Introduction | p. 1 |
Valency | p. 6 |
Linguistic approaches to valency and syntactic structure | p. 7 |
Implication for acquisition: syntax is simple | p. 16 |
Developmental evidence: the earliest word combinations are syntactic mergers | p. 16 |
Conclusions: children learn to merge two words according to their valency | p. 29 |
Notes | p. 32 |
The learning curve | p. 37 |
The learning curve in cognitive psychology | p. 37 |
Implication for acquisition: syntax should transfer right away | p. 44 |
Developmental evidence: learning curves and generalizations in early syntax | p. 46 |
Conclusions: lexical-specific syntactic frames facilitate others | p. 62 |
Notes | p. 65 |
Lexicalism | p. 69 |
The linguistic basis to lexicalism | p. 70 |
Implication for acquisition: no abstract schema formation | p. 77 |
Developmental evidence: no change in the form of syntactic schemas | p. 78 |
Conclusions: children learn a lexicalist syntax | p. 83 |
Notes | p. 87 |
Similarity | p. 90 |
Similarity for transfer and generalization | p. 91 |
Implication for acquisition: no role for semantic linking in learning syntax | p. 97 |
Developmental evidence: no semantic effects in generalization and transfer | p. 101 |
Conclusions: children utilize similarity of form to organize the process of acquisition | p. 114 |
Notes | p. 115 |
The growth of syntax | p. 119 |
The language web | p. 119 |
Implication for acquisition: learning means linking to the network | p. 126 |
Developmental evidence: children recreate the global features of the maternal network | p. 130 |
Conclusions: children join the language network | p. 141 |
Notes | p. 146 |
References | p. 151 |
Author Index | p. 187 |
Subject Index | p. 195 |
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