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Then, he can use these syntactic observations to infer that "meep" is a behaviour that the cat is doing to the bird. Children's ability to identify syntactic categories may be supported by Prosodic bootstrapping. [9] Prosodic bootstrapping is the hypothesis that children use prosodic cues, such as intonation and stress, to identify word boundaries.
Syntactic bootstrapping is a theory about the process of how children identify word meanings based on their syntactic categories. In other words, how knowledge of grammatical structure, including how syntactic categories (adjectives, nouns, verbs, etc.) combine into phrases and constituents in order to form sentences, "bootstraps" the ...
Pinker believes that syntactic bootstrapping is more accurately "syntactic cueing of word meaning" and that this use of syntactic knowledge to obtain new semantic knowledge is in no way contradictory to semantic bootstrapping, but is another technique a child may use in later stages of language acquisition. [10]
Prosodic bootstrapping (also known as phonological bootstrapping) in linguistics refers to the hypothesis that learners of a primary language (L1) use prosodic features such as pitch, tempo, rhythm, amplitude, and other auditory aspects from the speech signal as a cue to identify other properties of grammar, such as syntactic structure. [1]
This ability to judge the grammaticality of sentences seems to develop in children well after basic grammar skills have been established, and is related to early reading acquisition—acquisitionists generally believe that the ability to make grammaticality judgments is a measure of syntactic awareness. [24]
"Transformacijsko-generativni pristup jeziku u Sintaktičkim strukturama i Aspektima teorije sintakse Noama Chomskog" [Transformational-generative approach to language in Syntactic structures and Aspects of the theory of syntax of Noam Chomsky] (PDF). SOL: Lingvistički časopis (in Serbo-Croatian). 6 (12– 13): 103– 112. ISSN 0352-8715.
Scrambling is a syntactic phenomenon wherein sentences can be formulated using a variety of different word orders without a substantial change in meaning. Instead the reordering of words, from their canonical position, has consequences on their contribution to the discourse (i.e., the information's "newness" to the conversation).
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.