Abstract
Children approach language by learning parts and constructing wholes. But they can also first learn wholes and then discover parts. We demonstrate this understudied yet impactful process in children creating language without input. Whole-to-part learning thus need not be driven by hard-to-segment input and is a bias that children bring to language.
| Original language | English |
|---|---|
| Pages (from-to) | 12-14 |
| Number of pages | 3 |
| Journal | Trends in Cognitive Sciences |
| Volume | 29 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2025 |
Bibliographical note
Publisher Copyright:© 2024 Elsevier Ltd
Keywords
- causative structure
- homesign
- language creation
- language learning
- morphology
- starting big