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Overregularization research led by Daniel Slobin argues against B.F. Skinner's view of language development through reinforcement. It shows that children actively construct words' meanings and forms during the child's own development. [6] Differing views on the causes of overregularization and its extinction have been presented.
In overregularization, the regular ways of modifying or connecting words are mistakenly applied to words that require irregular modifications or connections. It is a normal effect observed in the language of beginner and intermediate language-learners, whether native-speaker children or foreign-speaker adults.
There is a basic contrast between lexical categories (which include open-class items such as verbs, nouns, and adjectives), and functional categories (which include closed-class items such auxiliary verbs, case markers, complementizers, conjunctions and determiners. The acquisition of functional categories has been studied significantly less ...
It is unclear if the word-learning constraints are specific to the domain of language, or if they apply to other cognitive domains. Evidence suggests that the whole object assumption is a result of an object's tangibility; children assume a label refers to a whole object because the object is more salient than its properties or functions. [7]
Larry Selinker is professor emeritus of linguistics at the University of Michigan and former director of the university's English Language Institute. [1] In 1972, Selinker introduced the concept of interlanguage, which built upon Pit Corder's previous work on the nature of language learners' errors.
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A representation of the relation among complexity classes. This is a list of complexity classes in computational complexity theory. For other computational and complexity subjects, see list of computability and complexity topics. Many of these classes have a 'co' partner which consists of the complements of all languages in the original class ...