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For many years, Roger Brown and his colleagues have studied the developing language of pre-school children—the language that ultimately will permit them to understand themselves and the world around them. This longitudinal research project records the conversational performances of three children, studying both semantic and grammatical aspects of their language development.
These core findings are related to recent work in psychology and linguistics—and especially to studies of the acquisition of languages other than English, including Finnish, German, Korean, and Samoan. Roger Brown has written the most exhaustive and searching analysis yet undertaken of the early stages of grammatical constructions and the meanings they convey.
The five stages of linguistic development Brown establishes are measured not by chronological age-since children vary greatly in the speed at which their speech develops—but by mean length of utterance. This volume treats the first two stages.
Stage I is the threshold of syntax, when children begin to combine words to make sentences. These sentences, Brown shows, are always limited to the same small set of semantic relations: nomination, recurrence, disappearance, attribution, possession, agency, and a few others.
Stage II is concerned with the modulations of basic structural meanings—modulations for number, time, aspect, specificity—through the gradual acquisition of grammatical morphemes such as inflections, prepositions, articles, and case markers. Fourteen morphemes are studied in depth and it is shown that the order of their acquisition is almost identical across children and is predicted by their relative semantic and grammatical complexity.
It is, ultimately, the intent of this work to focus on the nature and development of knowledge: knowledge concerning grammar and the meanings coded by grammar; knowledge inferred from performance, from sentences and the settings in which they are spoken, and from signs of comprehension or incomprehension of sentences.
An Unbuttoned Introduction
Five Aspects of Sentence Construction
Relations or Roles within the Simple Sentence
Modulations of Meaning within the Simple Sentence
Modalities of the Simple Sentence
Embedding of One Sentence within Another
Coordination of Simple Sentences and Propositional Relations
Linguistic Apes
Washoe's Accomplishments
Sarah's Accomplishments
The Study of Adam, Eve, and Sarah
The Expository Plan of this Work
Stage 1: Semantic Roles and Grammatical Relations
The Available Data
Characterizations of the Data
Telegraphic Speech
Pivot and Open Classes
Concepts and Relations
Grammatical Relations, Predication, and Topic—Comment
Case Grammar
Conclusions
The Role of Word Order
The Period of Single—Word Utterances
Word Order in Spontaneous Speech
Discriminating Response to Contrastive Word Orders
Word Order Judgments and Corrections
Word Sequencing in Aphasics
Conclusions
The Major Meanings at Stage 1
Causes of the 'Pivot Look"
Prevalent Relations and Development in Stage 1
Definitions and Fragmentary Data
Sensorimotor Intelligence and the Meanings of Stage 1
A Grammar for Late Stage 1 English
Facts to be Represented
Examples of Detail that will not be Represented
A Schlesinger—type Grammar
A Case Grammar
A Bloom—type Grammar
Summary of Grammar Types
In General Summary
Stage 2: Grammatical Morphemes and the Modulation of Meanings
The Order of Acquisition
The Morphemes Scored
Grammatical Morphemes Not Scored
The Order of Acquisition
Acquisition Order in Other Studies of Spontaneous Speech
Acquisition Order in Controlled Studies
Acquisition Order for Grammatical Morphemes in Languages Other Than English
The Grammar of the Fourteen Morphemes
The Progressive
The Prepositions in and on
Plural and Singular Number
Past Tense
The Possessive
The Copula
Articles
The Semantics of the Fourteen Morphemes
The Progressive
The Prepositions in and on
Plural and Singular Number
Past Tense
The Possessive
The Copula
The Third Person
Articles
The Frequency of the Fourteen Morphemes in Parental Speech
Determinants of the Order of Acquisition
Frequency
Semantic Complexity
Grammatical Complexity
The Problem of Variability
The Problem of Segmentation
Summary
Conclusions
References
Index
Overview
For many years, Roger Brown and his colleagues have studied the developing language of pre-school children—the language that ultimately will permit them to understand themselves and the world around them. This longitudinal research project records the conversational performances of three children, studying both semantic and grammatical aspects of their language development.
These core findings are related to recent work in psychology and linguistics—and especially to studies of ...