Abstract
The development of dative objects by children acquiring Hebrew was investigated. A large corpus of maternal input speech was examined, and the dative verb category was found to be extremely skewed for frequency as ice!! as varied for semantics. Children 's development was explored through the analysis of3O longitudinal observations. The very first verbs produced with dative complements were indeed core verbs. Semantic facilitation demonstrated transfer-based learning. The effects of input frequency and obligatoriness were much smaller for the second wave of verbs learned. The results reveal that two sequentially ordered processes operate in the development of a syntactic category which immediately recreate its structure: establishment of the core, and similarity-based transfer-learning of the periphery.
| Original language | English |
|---|---|
| Pages (from-to) | 813-821 |
| Number of pages | 9 |
| Journal | Revue d'Intelligence Artificielle |
| Volume | 17 |
| Issue number | 5-6 |
| DOIs | |
| State | Published - 2003 |
Keywords
- Facilitation
- Frequency effect
- Input
- Similarity
- Syntactic development
- Transfer