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  1. (4 other versions)Rules and representations.Noam A. Chomsky - 1980 - Behavioral and Brain Sciences 3 (127):1-61.
    The book from which these sections are excerpted is concerned with the prospects for assimilating the study of human intelligence and its products to the natural sciences through the investigation of cognitive structures, understood as systems of rules and representations that can be regarded as These mental structui′es serve as the vehicles for the exercise of various capacities. They develop in the mind on the basis of an innate endowment that permits the growth of rich and highly articulated structures along (...)
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  • A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge.Thomas K. Landauer & Susan T. Dumais - 1997 - Psychological Review 104 (2):211-240.
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  • (4 other versions)Rules and representations.Noam Chomsky - 1980 - Behavioral and Brain Sciences 3 (1):1-15.
    The book from which these sections are excerpted is concerned with the prospects for assimilating the study of human intelligence and its products to the natural sciences through the investigation of cognitive structures, understood as systems of rules and representations that can be regarded as “mental organs.” These mental structui′es serve as the vehicles for the exercise of various capacities. They develop in the mind on the basis of an innate endowment that permits the growth of rich and highly articulated (...)
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  • Reflections On Language.Noam Chomsky - 1975 - Temple Smith.
    Presents observations on and analyses of the purposes, methods, and implications of linguistic studies, the concerns and findings of recent work, and current problems and controversies.
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  • The Minimalist Program.Noam Chomsky - 1995 - MIT Press.
    In these essays the minimalist approach to linguistic theory is formulated and progressively developed.
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  • Concept, word, and sentence: Interrelations in acquisition and development.Katherine Nelson - 1974 - Psychological Review 81 (4):267-285.
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  • Do young children have adult-like syntactic categories? Zipf’s law and the case of the determiner.Julian M. Pine, Daniel Freudenthal, Grzegorz Krajewski & Fernand Gobet - 2013 - Cognition 127 (3):345-360.
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  • Some emergent categories in English acquisition.Eve V. Clark - 2004 - Trends in Cognitive Sciences 8 (10):472-478.
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  • The role of abstract syntactic knowledge in language acquisition: a reply to Tomasello.Cynthia Fisher - 2002 - Cognition 82 (3):259-278.
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  • The acquisition of the active transitive construction in English: A detailed case study.Anna L. Theakston, Robert Maslen, Elena V. M. Lieven & Michael Tomasello - 2012 - Cognitive Linguistics 23 (1):91-128.
    In this study, we test a number of predictions concerning children's knowledge of the transitive Subject-Verb-Object (SVO) construction between two and three years on one child (Thomas) for whom we have densely collected data. The data show that the earliest SVO utterances reflect earlier use of those same verbs, and that verbs acquired before 2;7 show an earlier move towards adult-like levels of use in the SVO construction and in object argument complexity than later acquired verbs. There is not a (...)
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  • Semantics of the Transitive Construction: Prototype Effects and Developmental Comparisons.Paul Ibbotson, Anna L. Theakston, Elena V. M. Lieven & Michael Tomasello - 2012 - Cognitive Science 36 (7):1268-1288.
    This paper investigates whether an abstract linguistic construction shows the kind of prototype effects characteristic of non-linguistic categories, in both adults and young children. Adapting the prototype-plus-distortion methodology of Franks and Bransford (1971), we found that whereas adults were lured toward false-positive recognition of sentences with prototypical transitive semantics, young children showed no such effect. We examined two main implications of the results. First, it adds a novel data point to a growing body of research in cognitive linguistics and construction (...)
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  • Pronoun co-referencing errors: Challenges for generativist and usage-based accounts.Danielle Matthews, Elena Lieven, Anna Theakston & Michael Tomasello - 2009 - Cognitive Linguistics 20 (3).
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  • Syntactic subjects in the early speech of American and Italian children.Virginia Valian - 1991 - Cognition 40 (1-2):21-81.
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  • Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC.Daniel Freudenthal, Julian M. Pine, Javier Aguado-Orea & Fernand Gobet - 2007 - Cognitive Science 31 (2):311-341.
    In this study, we apply MOSAIC (model of syntax acquisition in children) to the simulation of the developmental patterning of children's optional infinitive (OI) errors in 4 languages: English, Dutch, German, and Spanish. MOSAIC, which has already simulated this phenomenon in Dutch and English, now implements a learning mechanism that better reflects the theoretical assumptions underlying it, as well as a chunking mechanism that results in frequent phrases being treated as 1 unit. Using 1, identical model that learns from child‐directed (...)
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  • Paradox lost? No, paradox found! Reply to Tomasello and Akhtar.Letitia R. Naigles - 2003 - Cognition 88 (3):325-329.
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  • Children’s Production of Unfamiliar Word Sequences Is Predicted by Positional Variability and Latent Classes in a Large Sample of Child-Directed Speech.Danielle Matthews & Colin Bannard - 2010 - Cognitive Science 34 (3):465-488.
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  • Two-year-old children's production of multiword utterances: A usage-based analysis.Elena Lieven, Dorothé Salomo & Michael Tomasello - 2009 - Cognitive Linguistics 20 (3).
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