Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 25425,
    "title": "Developmental Changes in the Relationship Between Grammar and the Lexicon",
    "subtitle": null,
    "abstract": "How does abstract structure emerge during language learning?\nOn some accounts, children’s early syntax emerges from direct\ngeneralizations from particular lexical items, while on others,\nsyntactic structure is acquired independently and follows its\nown timetable. Progress on differentiating these views requires\ndetailed developmental data. Using parental reports of vocabulary\nand grammar abilities, previous analyses have shown that\nearly syntactic abstraction strongly depends on the growth of\nthe lexicon, providing support for lexicalist and emergentist\ntheories. Leveraging a large cross-linguistic dataset, we replicate\nand extend these findings, demonstrating similar patterns\nin each of four languages. Moreover, the power of our dataset\nreveals that there are measurable effects of age over and above\nthose attributable to vocabulary size, and that these effects are\ngreater for aspects of language ability more closely tied to syntax\nthan morphology. These findings suggest non-lexical contributions\nto the growth of syntactic abstraction that all theories\nmust address.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Language acquisition; word learning;\nmorphology; syntax; development"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6vz9t5qx",
    "frozenauthors": [
        {
            "first_name": "Mika",
            "middle_name": "",
            "last_name": "Braginsky",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        },
        {
            "first_name": "Daniel",
            "middle_name": "",
            "last_name": "Yurovsky",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        },
        {
            "first_name": "Virginia",
            "middle_name": "A",
            "last_name": "Marchman",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        },
        {
            "first_name": "Michael",
            "middle_name": "C",
            "last_name": "Frank",
            "name_suffix": "",
            "institution": "Department of Psychology, Stanford University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25425/galley/15049/download/"
        }
    ]
}