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Overregularization research led by Daniel Slobin argues against B.F. Skinner's view of language development through reinforcement. It shows that children actively construct words' meanings and forms during the child's own development. [6] Differing views on the causes of overregularization and its extinction have been presented.
In overregularization, the regular ways of modifying or connecting words are mistakenly applied to words that require irregular modifications or connections. It is a normal effect observed in the language of beginner and intermediate language-learners, whether native-speaker children or foreign-speaker adults.
It is unclear if the word-learning constraints are specific to the domain of language, or if they apply to other cognitive domains. Evidence suggests that the whole object assumption is a result of an object's tangibility; children assume a label refers to a whole object because the object is more salient than its properties or functions. [7]
Genetic research has found two major factors predicting successful language acquisition and maintenance. These include inherited intelligence, and the lack of genetic anomalies that may cause speech pathologies, such as mutations in the FOXP2 gene which cause verbal dyspraxia. The role of inherited intelligence increases with age, accounting ...
Mutual exclusivity is often discussed as one of three main lexical constraints, or word learning biases, that are believed to play major roles in word learning, the other two being the whole-object and taxonomic constraints. This assumption is typically first seen in the early stages of word learning by toddlers, but it is not limited to young ...
In cognitive psychology, fast mapping is the term used for the hypothesized mental process whereby a new concept is learned (or a new hypothesis formed) based only on minimal exposure to a given unit of information (e.g., one exposure to a word in an informative context where its referent is present).
Blackboard in Harvard classroom shows students' efforts at placing the ü and acute accent diacritics used in Spanish orthography.. When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive transfer: here, the "correct" meaning is in line with most native speakers' notions of acceptability. [3]
In these reactions, adding a reactant or a product causes the reaction to occur producing more product, or more reactant, respectively. It is standard to draw “harpoon-type” arrows in place of an equals sign, ⇌, to denote the reversible nature of the reaction and the dynamic causal relationship between reactants and products.