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Stages of Rule-Formation3. Free rules applying regardless of situation.Irregulars are always* overregularized4. Unification: Patterns of irregulars areidentified to avoid categories ofoverregularization5. Adult state: regular and irregular forms arecomputed correctly regardless of novelty
ProcedureAfter a warm-up period using stimuli not involved in the testing, a test objectwas presented to the child. A native-speaker in the nursery told the child thename assigned to the object, and the child was then allowed to play with theobject for some seconds. If, for example, the object was a mirror, the child wasthen given another mirror of identical form and told that this was another mirror.After again allowing for some object manipulation, the teacher asked the child toTest: a wug test in HungarianTABLE I. Stimulus items and their meaning or representationConventional word Meaning Nonsense word Representation(1) hajó boat (2) fajó space-man(3) pipa pipe (4) piga totem pole(5) csésze teacup (6) szésze rattle(7) virág flower (8) firág furry creature(9) könyv book (10) önyv buckle(11) bör leather (12) vör skeleton(13) pingvin penguin (14) gvin plastic arrow(15) hal fish (16) gal spider/octopus(17) kenyér bread (18) kepér ear-plug(19) kosár basket (20) mosár conical shape(21) tehén cow (22) pehén yellow creature(23) tiikor mirror (24) fükör concentric circles(25) majom monkey (26) kajom space-man/spaceship(27) daru crane (28) taru rocket/shuttlecock(29) ló horse (30) gó bow (archery)give back both objects. The objects were held up in front of the child and theteacher asked, What are these? The child's response was recorded by means ofa transmitting microphone placed in a pocket of his school uniform. Although the
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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
Page 10 and 11:
StimulusResponse“Nice! Nice! Nice
Page 12 and 13:
Structure of LanguageMouth & EarsPh
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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 and 62: Rule LearningWhy do children say "b
Page 63 and 64: RoteChild stores unanalyzed wordfor
Page 65 and 66: Chomsky on Analogy
Page 67: Stages of Rule-Formation1. Pure rot
Page 71: ConclusionsAlthough stimuli were st
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Word Reference

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