We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)
References
REFERENCES
Donaldson, M. (1979). Children's minds. New York: Norton.Google Scholar
Halliday, M.A.K. (1975). Learning how to mean: Explorations in the development of language. London: Arnold.Google Scholar
Hauser, M.D., Chomsky, N., & Fitch, W.T. (2002). The language faculty: What is it, who has it, and how does it evolve?Science, 298, 1569–1679.Google Scholar
Jackendoff, R. & Pinker, S. (2005). The nature of the language faculty and its implications for the evolution of language (Reply to Fitch, Hauser, and Chomsky). Cognition, 96, 211–225.Google Scholar
Saxton, M. (1997). The contrast theory of negative input. Journal of Child Language, 24, 139–161.Google Scholar
Saxton, M., Houston-Price, C., & Dawson, N. (2005). The prompt hypothesis: Clarification requests as corrective input for grammatical errors. Applied Psycholinguistics, 26, 393–414.Google Scholar
Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar