Home > Research > Publications & Outputs > Grammar

Links

Text available via DOI:

View graph of relations

Grammar

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNEntry for encyclopedia/dictionary

Published

Standard

Grammar. / Brandt, Silke.
The Encyclopedia of Child and Adolescent Development. ed. / Stephen Hupp; Jeremy Jewell. Wiley, 2020.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNEntry for encyclopedia/dictionary

Harvard

Brandt, S 2020, Grammar. in S Hupp & J Jewell (eds), The Encyclopedia of Child and Adolescent Development. Wiley. https://doi.org/10.1002/9781119171492.wecad127

APA

Brandt, S. (2020). Grammar. In S. Hupp, & J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development Wiley. https://doi.org/10.1002/9781119171492.wecad127

Vancouver

Brandt S. Grammar. In Hupp S, Jewell J, editors, The Encyclopedia of Child and Adolescent Development. Wiley. 2020 doi: 10.1002/9781119171492.wecad127

Author

Brandt, Silke. / Grammar. The Encyclopedia of Child and Adolescent Development. editor / Stephen Hupp ; Jeremy Jewell. Wiley, 2020.

Bibtex

@inbook{73497831db414d38916a78b9f2fef97c,
title = "Grammar",
abstract = "This entry provides an overview of different theoretical approaches to children's acquisition of syntactic categories and rules. Whereas the generative–nativist approach suggests that syntactic categories and rules are innate and only require minimal input, the usage‐based approach argues that children gradually derive them from their input. These two predictions are tested by looking at children's acquisition of the past tense, word‐order rules for simple sentences, and their acquisition of complex sentences.",
author = "Silke Brandt",
year = "2020",
month = jan,
day = "13",
doi = "10.1002/9781119171492.wecad127",
language = "English",
isbn = "9781119161899",
editor = "Stephen Hupp and Jeremy Jewell",
booktitle = "The Encyclopedia of Child and Adolescent Development",
publisher = "Wiley",

}

RIS

TY - CHAP

T1 - Grammar

AU - Brandt, Silke

PY - 2020/1/13

Y1 - 2020/1/13

N2 - This entry provides an overview of different theoretical approaches to children's acquisition of syntactic categories and rules. Whereas the generative–nativist approach suggests that syntactic categories and rules are innate and only require minimal input, the usage‐based approach argues that children gradually derive them from their input. These two predictions are tested by looking at children's acquisition of the past tense, word‐order rules for simple sentences, and their acquisition of complex sentences.

AB - This entry provides an overview of different theoretical approaches to children's acquisition of syntactic categories and rules. Whereas the generative–nativist approach suggests that syntactic categories and rules are innate and only require minimal input, the usage‐based approach argues that children gradually derive them from their input. These two predictions are tested by looking at children's acquisition of the past tense, word‐order rules for simple sentences, and their acquisition of complex sentences.

U2 - 10.1002/9781119171492.wecad127

DO - 10.1002/9781119171492.wecad127

M3 - Entry for encyclopedia/dictionary

SN - 9781119161899

BT - The Encyclopedia of Child and Adolescent Development

A2 - Hupp, Stephen

A2 - Jewell, Jeremy

PB - Wiley

ER -