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Pertaining to the examples, the child using the word comed may have originally used came correctly. Once the child learned the '-ed' suffix rule that commonly forms the past tense; however, the child applied the rule to a verb whose correct grammatical form is irregular.
Regularization is a linguistic phenomenon observed in language acquisition, language development, and language change typified by the replacement of irregular forms in morphology or syntax by regular ones. Examples are "gooses" instead of "geese" in child speech and replacement of the Middle English plural form for "cow", "kine", with "cows". [1]
The major finding was that English-speaking children made errors in the syntax with the ground verb ‘fill’, but they did not make errors with figure verbs like ‘pour’. [8] Kim et al. suggested that the pattern of errors reflects constraints on the syntax-semantics mapping.
For example, Abend et al. built a Bayesian inference model that mimics a child's acquisition of English, using only data from a single child in the CHILDES corpus. They found that the model successfully learned English word order, mappings between word labels and semantic meanings of words (i.e. word learning), and used surrounding syntax to ...
Paraphasia is associated with fluent aphasias, characterized by "fluent spontaneous speech, long grammatically shaped sentences and preserved prosody abilities." [4] Examples of these fluent aphasias include receptive or Wernicke's aphasia, anomic aphasia, conduction aphasia, and transcortical sensory aphasia, among others.
Chomsky (1965) made a distinguishing explanation of competence and performance on which, later on, the identification of mistakes and errors will be possible, Chomsky stated that ‘’We thus make a fundamental distinction between competence (the speaker-hearer's knowledge of his language) and performance (the actual use of language in concrete situations)’’ ( 1956, p. 4).
Features of an expressive language disorder vary, but have certain features in common such as: limited vocabulary, inability to produce complex grammar, and more lexical errors. If it is a developmental disorder, the child will have difficulty acquiring new words and grammatical structures.
One theory for why the children even react to the negative feed back is that they trust the grammar judgements of adults - given adults are older and more experienced with language, their word choice must be credible and that intended meaning children want to convey has to follow the language constraints imposed by those adults. [3]