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Unified Competition Modelas the starting point for this new unified model. Although the Competition Model was notRote, Rule, and Analogyoriginally designed to account for all aspects of second language learning and multilingualism, ithas certain core concepts that fit in well with a broader, fuller account. In particular, we can buildon the core Competition Model insight that cue strength in the adult speaker is a direct functionof cue validity. However, the unified account needs to supplement the theory of cue validitywith additional theoretical constructs for dealing with cue cost and cue support. Figure 1represents the overall shape of the model that I will develop here.arenas cues storagecompetitionchunkingcodesresonanceFigure 1: The Unified Competition ModelThis figure is not to be interpreted as a processing model. Rather, it is a logical decomposition ofthe general problem of language learning into a series of smaller, but interrelated structural andprocessing components.4
RoteChild stores unanalyzed wordforms in memory and producesthem when meaning matchesWill fail to produce novelword forms: 1 Rug, 2 Rugs;1 wug, 2 ???
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Language
Page 3 and 4:
What is Language?A type of communic
Page 6 and 7:
Indicative vs. Symbolic ReferenceSy
Page 8 and 9:
Is Language just ‘Verbal Behavior
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StimulusResponse“Nice! Nice! Nice
Page 12 and 13: Structure of LanguageMouth & EarsPh
Page 14 and 15: Inflectional MorphologyRule for reg
Page 16 and 17: Support for Chomsky’s theory1. Ge
Page 18 and 19: Genetic Evidence• Williams Syndro
Page 20 and 21: Neurological Evidence• Anomia ver
Page 22 and 23: Neurological Evidence• A possible
Page 24 and 25: Phonological Development• Influen
Page 26 and 27: Semantic Development:Word Reference
Page 28 and 29: Errors that children do make:Overex
Page 30: • Taxonomic Assumption: When todd
Page 33 and 34: Syntactic Development• Telegraphi
Page 35 and 36: Syntactic Development: What Develop
Page 37 and 38: • Acquisition of inflections like
Page 39 and 40: How do children acquire thesegramma
Page 41 and 42: Child: Nobody don’t like me.Mothe
Page 43 and 44: C: Want other one spoon, DaddyF:You
Page 45 and 46: A Grammar-Deprivation Experiment•
Page 47 and 48: Children’s Invention of Grammar
Page 49 and 50: Children learn many of the rules of
Page 51 and 52: Evidence for Critical Periods in La
Page 55 and 56: Language in Nonhumans?Given that1.
Page 57 and 58: Kanzi- The most successful attempt
Page 59 and 60: In order to investigate the natureo
Page 61: Rule LearningWhy do children say "b
Page 65 and 66: Chomsky on Analogy
Page 67 and 68: Stages of Rule-Formation1. Pure rot
Page 69 and 70: ProcedureAfter a warm-up period usi
Page 71: ConclusionsAlthough stimuli were st
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Word Reference

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