Syntactic distinctions in child language.
This paper presents a study of young children's understanding of a constraint on English word order, which is that pronouns and proper names cannot be modified by prenominal adjectives. For adults, this is a syntactic constraint: adjectives can only precede nouns, and pronouns and proper names are lexical Noun Phrases (NPs). In two analyses, the spontaneous speech of 14 one- and two-year-old children was studied. These analyses show that even in children's very first word combinations, they almost never say things like big Fred or big he. Some nonsyntactic theories of this phenomenon are discussed and found to have serious descriptive problems, supporting the claim that children understand knowledge of word order through rules that order abstract linguistic categories. A theory is proposed as to how children could use semantic information to draw the noun/NP distinction and to acquire this restriction on English word order.
Bloom
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Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge 02139.
D002663:Child Language; D002675:Child, Preschool; D003210:Concept Formation; D005260:Female; D006801:Humans; D007223:Infant; D007804:Language Development; D008297:Male; D011578:Psycholinguistics; D012660:Semantics