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The constructivist approach

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The constructivist approach. / Lieven, Elena; Brandt, Silke.
In: Infancia y Aprendizaje, Vol. 34, No. 3, 09.2011, p. 281-296.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Lieven, E & Brandt, S 2011, 'The constructivist approach', Infancia y Aprendizaje, vol. 34, no. 3, pp. 281-296. https://doi.org/10.1174/021037011797238586

APA

Lieven, E., & Brandt, S. (2011). The constructivist approach. Infancia y Aprendizaje, 34(3), 281-296. https://doi.org/10.1174/021037011797238586

Vancouver

Lieven E, Brandt S. The constructivist approach. Infancia y Aprendizaje. 2011 Sept;34(3):281-296. doi: 10.1174/021037011797238586

Author

Lieven, Elena ; Brandt, Silke. / The constructivist approach. In: Infancia y Aprendizaje. 2011 ; Vol. 34, No. 3. pp. 281-296.

Bibtex

@article{9d4c30e4cebd4f8f8c19886ad27d784f,
title = "The constructivist approach",
abstract = "In this article we outline the constructivist (or usage-based) approach to children's language development. We argue that linguistic abstractions emerge from the interaction between children's desire to communicate, their intention-reading skills and a distributional analysis of the input. We illustrate our approach by discussing: the development of constituency; inflectional marking; utterance level constructions; more complex syntax in the form of complement-clause structures and relative clauses. We also address explanations for some systematic errors made by English-speaking children that have been much discussed in the literature: optional infinitive errors, accusative for nominative errors and wh-inversion errors. We conclude with some outstanding issues for this approach.",
keywords = "USAGE-BASED THEORY, FIRST LANGUAGE ACQUISITION, SYNTACTIC DEVELOPMENT , GRAMMATICAL , ERRORS",
author = "Elena Lieven and Silke Brandt",
year = "2011",
month = sep,
doi = "10.1174/021037011797238586",
language = "English",
volume = "34",
pages = "281--296",
journal = "Infancia y Aprendizaje",
issn = "0210-3702",
publisher = "Fundacion Infancia y Aprendizaje",
number = "3",

}

RIS

TY - JOUR

T1 - The constructivist approach

AU - Lieven, Elena

AU - Brandt, Silke

PY - 2011/9

Y1 - 2011/9

N2 - In this article we outline the constructivist (or usage-based) approach to children's language development. We argue that linguistic abstractions emerge from the interaction between children's desire to communicate, their intention-reading skills and a distributional analysis of the input. We illustrate our approach by discussing: the development of constituency; inflectional marking; utterance level constructions; more complex syntax in the form of complement-clause structures and relative clauses. We also address explanations for some systematic errors made by English-speaking children that have been much discussed in the literature: optional infinitive errors, accusative for nominative errors and wh-inversion errors. We conclude with some outstanding issues for this approach.

AB - In this article we outline the constructivist (or usage-based) approach to children's language development. We argue that linguistic abstractions emerge from the interaction between children's desire to communicate, their intention-reading skills and a distributional analysis of the input. We illustrate our approach by discussing: the development of constituency; inflectional marking; utterance level constructions; more complex syntax in the form of complement-clause structures and relative clauses. We also address explanations for some systematic errors made by English-speaking children that have been much discussed in the literature: optional infinitive errors, accusative for nominative errors and wh-inversion errors. We conclude with some outstanding issues for this approach.

KW - USAGE-BASED THEORY

KW - FIRST LANGUAGE ACQUISITION

KW - SYNTACTIC DEVELOPMENT

KW - GRAMMATICAL

KW - ERRORS

U2 - 10.1174/021037011797238586

DO - 10.1174/021037011797238586

M3 - Journal article

VL - 34

SP - 281

EP - 296

JO - Infancia y Aprendizaje

JF - Infancia y Aprendizaje

SN - 0210-3702

IS - 3

ER -