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• W2493048496 abstract "The theory of Universal Grammar (UG) was advanced to explain various phenomena observed in human languages, and to explain children s universal mastery of human language (Chomsky, 1981). UG is comprised of two components principles and parameters. The principles apply universally, delimiting the hypothesis space for language learners. Parameters are invoked to explain some of the variation that appears across languages. The task of language learners is to map their innate universal grammar onto the local language. Armed with a finite set of parameters, children use the primary linguistic data to select between the (binary) options, homing in on the particular features that distinguish the local language from other languages spoken elsewhere around the globe. Both principles and parameters circumscribe what counts as a possible human language, thereby ensuring that there is continuity between child and adult grammars (Pinker, 1984). One strong version of the continuity hypothesis maintains that child language can differ from the language of adults only in ways that adult languages can differ from each other (Crain, 1991; Crain & Pietroski, 2001, 2002; cf. Pinker, 1984). The principles and parameters theory of UG views language development as a process by which learners adjust parameter values in order to match those that are operative in the local language. This process leaves open the possibility that, at some point in time, children may adopt parameter values that are not attested in the local language but ones that are manifested in other languages. If so, it is as if children speak a fragment of a foreign language in the course of language acquisition (Crain & Pietroski, 2001, 2002). Examples supporting this account of children s non-adult linguistic behavior include medial wh-phrases in the long-distance wh-questions produced by English-speaking children (Thornton, 1990) as well as the lack of obligatory inversion in the why-questions produced by Englishspeaking children (Thornton, 2008). Furthermore, the continuity hypothesis has been invoked to explain the non-adult interpretations children assign to negative statements that contain disjunction. More specifically, children acquiring Japanese initially interpret negated disjunctions (e.g., The pig didn t eat the pepper or the carrot) in the same way as English-speaking children and adults do, but the interpretation assigned by Japanese-speaking children differs from that of adult Japanese speakers (Goro & Akiba, 2004; see Crain, Goro, & Thornton, 2006, for a review). These examples of children s non-adult productions and non-adult interpretations challenge the experience-based account of language development (Goldberg, 1995, 2006; Langacker, 1988, 2000; MacWhinney, 2004; Tomasello, 2000, 2003). On this view, each distinct linguistic form serves to convey a unique function. Language acquisition is characterized as a process of extracting from the input a distinct form and associating it with a unique function. To make language acquisition possible in the absence of negative evidence (Bowerman, 1988; Marcus, 1993), children s linguistic behavior is" @default.
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• W2493048496 date "2011-01-01" @default.
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• W2493048496 title "Children's interpretation of disjunction in questions in Japanese" @default.
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