It is commonly believed that first-learned words correspond with first-learned categories (both described as ‘basic level’) leading to the belief that language acquisition is a reasonably good indicator of early cognition. However, toddlers often overextend their first words. Do these errors reflect their comprehension? Two experiments were conducted in order to examine two-year-olds' production and comprehension of basic-level terms. The results showed overextensions both in production (e.g. children labelled a rocket ‘airplane’) and comprehension (e.g. they pointed to a rocket when airplane was requested). One reason toddlers extend labels to a wider conceptual domain is because they have not clearly differentiated basic-level concepts from related conceptual categories.

Navajo and Quechua, both languages with a highly complex morphology, provide intriguing insights into the acquisition of inflectional systems. The development of the verb in the two languages is especially interesting, since the morphology encodes diverse grammatical notions, with the complex verb often constituting the entire sentence. While the verb complex in Navajo is stem-final, with prefixes appended to the stem in a rigid sequence, Quechua verbs are assembled entirely through suffixation, with some variation in affix ordering.

We explore issues relevant to the acquisition of verb morphology by children learning Navajo and Quechua as their first language. Our study presents naturalistic speech samples produced by five Navajo children, aged 1;1 to 4;7, and by four Quechua-speaking children, aged 2;0 to 3;5. We centre our analysis on the role of phonological criteria in segmentation of verb stems and affixes, the production of amalgams, the problem of homophony, and the significance of distributional learning and semantic criteria in the development of the verb template. The phenomena observed in our data are discussed in light of several proposals, especially those of Peters, Pinker, Slobin, and Hyams.

This study assesses children's understanding of the Italian modal verbs dovere (must) and potere (may) in their dual function of qualification of the speaker's beliefs (epistemic modality) and behaviour regulation (deontic modality). 192 children and 60 adults participated in the experiment. Children aged 3;0 to 9;2 were presented with two tasks: one assessed their understanding of modal expressions in the epistemic domain – looking for an object by following the information contained in a sentence; the other assessed their understanding of modal expressions in the deontic domain – acting according to obligations, permissions and prohibitions in the context of a game. Half of the subjects carried out the tasks in a single-sentence format and half carried out the tasks in a double-sentence format. In the single-sentence format the subjects had to follow the directions supplied by a modalized sentence; in the double-sentence format they had to follow the directions supplied by the sentence containing the stronger modal verb. Our results show that the understanding of deontic modal forms precedes the understanding of epistemic modal forms and that a full understanding of the strength of different modal forms is achieved only at eight years.

Bilingual acquisition can shed light on the cues children use in acquiring language. The purpose of this paper was to examine whether frequency, ambiguity or language dominance could explain crosslinguistic transfer in compound nouns. Crosslinguistic transfer would appear in the form of compound reversals. 25 monolingual English children between the ages of three and four years and 25 age-matched French-English bilingual children were asked to create and indicate their understanding of novel compound nouns. In production, the bilingual children reversed compounds in English more often than the monolingual children but equally often in French and English. In comprehension, there were no differences between groups. These results cannot be explained by any previous explanation of transfer. Implications for the theory of language acquisition are discussed.

This study investigated the role that agency information plays in children's early interpretations of grammatical aspect morphology, in particular, the progressive -ing and simple past forms. Fifty-nine children (two-, four- and five-year olds) were presented with a forced-choice sentence-to-scene matching task very similar to the one used by Weist and colleagues (Weist, 1991; Weist, Wysocka & Lyytinen, 1991; Weist, Lyytinen, Wysocka & Atanassova, 1997), except that here the scenes contained only information about the relative completion of the object of the event and no information about the state of the agent of the event. In contrast to previous research, the children here did not succeed at this object-oriented task until as late as age five; moreover, also contra previous work, when they did succeed, their performance tracked the formal entailments of grammatical aspect. Thus, subjects consistently matched the perfective sentence to the completed event (reflecting the perfective's entailment of completion) but never consistently matched the imperfective sentence to either scene (reflecting the imperfective's lack of entailments). It is argued that agent-oriented meaning, in particular, intentionality, has priority in the mapping process over object-oriented completion entailments.

We investigated the influence of exposure to phonologically similar words on four-year-olds' acquisition of novel object words. In Experiment 1, hearing phonological neighbours BEFORE learning a new word did not influence children's novel word productions. In Experiment 2, when children heard the phonological neighbours of a novel word AFTER learning a new word, they correctly produced the target word more often than children who did not receive this exposure. These findings suggest that exposing children to similar sounding words after a novel word was introduced may have helped maintain a representation of that word in working memory, leading to enhanced word learning.

This study focuses on the mapping of events onto verb-argument structures in British Sign Language (BSL). The development of complex sentences in BSL is described in a group of 30 children, aged 3;2–12;0, using data from comprehension measures and elicited sentence production. The findings support two interpretations: firstly, in the mapping of concepts onto language, children acquiring BSL overgeneralize the use of argument structure related to perspective shifting;secondly, these overgeneralizations are predicted by the typological characteristics of the language and modality. Children under age 6;0, in attempting to produce sentences encoded through a perspective shift, begin by breaking down double-verb constructions (AB verbs) into components, producing only the part of the verb phrase which describes the perspective of the patient. There is also a prolonged period of development of non-manual features, with the full structure not seen in its adult form until after 9;0. The errors in the use of AB verbs and the subsequent protracted development of correct usage are explained in terms of the conceptual–linguistic interface.

Grinstead (2000) argues that there is a stage in both Spanish and Catalan children's grammatical development when they are restricted to using verbs without overt subjects. However, the evidence for a ‘no overt subject’ stage in early child Spanish is based on very thin data from a single child: Juan between the ages of 1;7 and 2;1. In the present note we reanalyse the data from Juan and compare it with data from another child María at 1;7 and 1;8. Our results show that Juan produces his first overt subject during the same session as his first non-imperative verb form, and that María produces a relatively high proportion of verbs with overt subjects in both of her first two transcripts. They thus provide no support for the claim that there is a ‘no overt subject’ stage in early child Spanish.

Commenting on Goldberg's (1995) ‘construction grammar’, Tomasello (1998) proposes a model of language acquisition in which children move from highly specific utterance–event pairings to abstract, verb-general structures. Despite their many strengths, models of this kind predict considerably more overgeneralization of the argument structures of verbs than seems to occur. In recognition of this, the paper explains (and supports with data from a previously unpublished study of 44 children aged 2;0 to 4;4) how processes which are side effects of the emergence of the verb form class could counter the overgeneralizing tendencies. It is argued that these processes are consistent not just with the model proposed by Tomasello but also (in large part) with the grammatical theory developed by Goldberg.

According to a developmental model of figurative language acquisition – the GLOBAL ELABORATION MODEL (Levorato & Cacciari, 1995) – the metalinguistic awareness necessary to use figurative language in a creative way is acquired late, and is subsequent to the ability to comprehend and produce figurative expressions. One hundred and eight children aged 9;6, one hundred and twenty-four children aged 11;3, one hundred and twelve adolescents aged 18;5 and one hundred adults participated in Experiment 1 which studied the development of metalinguistic awareness through an elicitation task. The subjects produced a high percentage of figurative expressions with a clear developmental trend that is concluded in adolescence. In addition, Experiment 2 showed that the production of comprehensible, appropriate and novel metaphors, as they were rated by adult judges, also increased with age. These results show that the ability to use figurative language in a creative and sensible way requires a long developmental time span and is strictly connected with the ability to reflect on language as a complex cognitive and interpersonal phenomenon.

In a recent commentary, Grinstead (2000) argues against Bates & Goodman's (1999) claims that the development of grammar is contingent on developments in the lexicon, and that, therefore, there is no need for an independent grammar domain. Citing data on the acquisition of negative commands in Catalan and Spanish, Grinstead argues that beyond grammatical elements that are linked with lexical items, there must also exist independently a computational component, which includes grammatical constraints. He argues further that these constraints are observed from the beginning of acquisition. The purpose of this note is, first, to challenge the evidence Grinstead brings to bear in support of this position and, second, to argue further that the acquisition of negative commands in Spanish is better understood in terms of item-based learning combined with low functional load.

Several theorists have proposed that children may interpret an ambiguous word by attending to the dimension that is most relevant in the immediate discourse context. The current study offers a direct test of this hypothesis. Children aged 2;6 and 3;4 (N = 24 in each group) were presented with a novel object with an unusual shape and texture and were told ‘This is a dacky one’. In the Shape-Relevant condition, two other objects' shapes were described before the target object was labelled (‘This is a round one; this is a square one’). In the Texture-Relevant condition, two preceding objects' textures were described (‘This is a smooth one; this is a fuzzy one’). Subsequent comprehension tests indicated that, in extending the novel adjective to other exemplars, children attended to the dimension that was most relevant to the preceding discourse context.

Two recent papers Wexler, Schütze & Rice (1998) and Rispoli (1999a) reach different conclusions concerning the relationship between finiteness marking and pronoun case errors. Wexler et al. claim they are linked, whereas Rispoli finds little evidence for such a linkage. Wexler et al. discounted data from children who made pronoun case errors in 100% of their attempts at a subject pronoun, whereas Rispoli (1999a) included data from such children. This methodological difference may account for our differing conclusions. Schütze (2001) defends the omission of these data, claiming that children who make a pronoun case error 100% of the time do so because the correct pronoun case form is not in the child's productive inventory. Longitudinal data is presented showing the inadequacy of this assumption. Children may err without variation AFTER a period of variation, indicating that these children have knowledge of the correct form. Apparent methodological differences between the two papers reveal deeper theoretical biases. The paradigm building approach taken by Rispoli views longitudinal variation of this sort as a reflection of lexical retrieval principles at work in a developing paradigm. In contrast, the Agr/Tns Omission Model of Wexler et al. finds such variation an uncomfortable inconvenience.

Despite growing empirical evidence to the contrary, claims continue to be made that the grammar of people with Williams syndrome (WS) is intact. We show that even in a simple elicited imitation task examining the syntax of relative clauses, older children and adults with WS (n = 14, mean age = 17;0 years) only reach the level of typical five-year-old controls. When tested systematically in a number of different laboratories, all aspects of WS language show delay and/or deviance throughout development. We conclude that the grammatical abilities of people with WS should be described in terms of relative rather than absolute proficiency, and that the syndrome should no longer be used to bolster claims about the existence of independently functioning, innately specified modules in the human brain.

Pre-school Korean children typically manifest higher comprehension rates on the ‘unmarked’ SOV sentences of their language than on the ‘scrambled’ OSV patterns. To date, however, scant attention has been paid to children's ordering preferences with respect to direct and indirect objects. The results of an act-out comprehension experiment involving 40 subjects (aged 4;0 to 7;0) show a strong, statistically significant preference for the accusative–dative order, despite evidence that the reverse order is more common in mother-to-child speech. Two hypotheses are considered, one involving the relationship between word order and grammatical relations and the other involving the relationship between word order and the types of situations denoted by the sentences in question. The results of a follow-up study involving transitive verbs with instrument arguments provide strong evidence in favour of the latter hypothesis.

This study compared naturalistic samples of three features of language in 30 two-year-olds – total utterances, word roots, and MLU – in the home in three contrasting situations: the child observed playing by her/himself with mother near by, the child and mother observed in direct play interaction, and the child and mother unobserved at a time the mother judged would provide a sample of the child's ‘optimal’ language. Children produced more utterances and word roots and expressed themselves in longer MLU when in interaction than when playing ‘alone’, but children's utterances, word roots, and MLU were greatest in the ‘optimal’ language production situation. Girls used more word roots and spoke in longer MLU (especially in the ‘optimal’ language situation) than boys. Despite mean level differences, children maintained their rank orders across the three situations in use of word roots and in MLU. These findings have implications for understanding children's language and the representativeness of sampling child language.

This study presents an analysis of children's spontaneous production of words and gestures during an experimental symbol learning task. Namy & Waxman (1998) previously reported that children aged 1;6 interpreted novel arbitrary words (e.g. blicket) and manual gestures (e.g. a dropping motion) as names for object categories (e.g. fruit) but that at 2;2, children interpreted words as names more readily than gestures. Based on this finding and other observational evidence of gesture use, it has been suggested that the younger infants have an initial general symbolic capacity that encompasses both words and gestures. Over time, as infants acquire greater experience with language, words begin to take on a greater priority in the infant's communicative repertoire. The current study examines this hypothesis by analyzing children's spontaneous production of the novel symbols in Namy & Waxman's original task. At 1;6, children rarely produced either the novel words or gestures. At 2;2, children frequently produced both symbolic forms; however, words were produced in a referential manner while gestures were produced in a non-referential manner. These findings are consistent with the argument that over time, words supplant gestures as a symbolic medium.

The Editor would like to acknowledge the help given by Dr Nenagh Kemp of the Max Planck Institute Child Study Centre in Manchester, in preparing this section of the Journal for publication.

Rowland & Pine (2000) present an analysis of the development of subject–auxiliary inversion in wh-questions in the speech of Adam from the Brown corpus. They show that there is an uninversion period in which the child fails to invert the subject and auxiliary in wh-questions, and they argue that this is a function of the frequency of wh-word+auxiliary collocations in the input: the more frequent a particular collocation is in the input, the more likely it is to be inverted in the child's speech. In this note an alternative analysis is proposed: the initial position of the tensed auxiliary signals interrogative illocutionary force, and the auxiliaries which are most reliably inverted are those that are overtly tensed morphologically. This analysis not only accounts for Rowland & Pine's data but also extends to inversion in yes–no questions. The analysis predicts three different patterns for the development of inversion in both types of questions, and it is shown that all three are attested.