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{
    "pk": 28498,
    "title": "Productivity depends on communicative intention and accessibility, not thresholds",
    "subtitle": null,
    "abstract": "When do children extend a construction (“rule”) productively?A recent Threshold proposal claims that a construction isproductive if and only if it has been witnessed applying to asufficient proportion of cases and sufficiently few exceptions.An alternative proposal, Communicate and Access (C&A),argues that children extend a construction productively becausethey wish to express an intended message and are unable toaccess a “better” (appropriate and more conventional) way todo so. Accessibility, in turn, is negatively affected byinterference from competing alternatives. In a preregisteredexperiment, 32 4-6-year-old children were provided withexposure to 2 mini-artificial languages for which the twoproposals make opposite predictions. Results support the C&Aproposal: children were more productive after witnessing 3rule-following cases than after 5, due to differences ininterference. We conclude that productivity is encouraged by adesire to communicate a message and is constrained byaccessibility and interference.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "productivity"
        },
        {
            "word": "Communication"
        },
        {
            "word": "accessibility"
        },
        {
            "word": "Tolerance Principle"
        },
        {
            "word": "Sufficiency Principle"
        }
    ],
    "section": "Papers with Oral Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2sq0r49x",
    "frozenauthors": [
        {
            "first_name": "Alexia",
            "middle_name": "",
            "last_name": "Hernandez",
            "name_suffix": "",
            "institution": "Princeton University",
            "department": ""
        },
        {
            "first_name": "Sammy",
            "middle_name": "",
            "last_name": "Floyd",
            "name_suffix": "",
            "institution": "Princeton University",
            "department": ""
        },
        {
            "first_name": "Adele",
            "middle_name": "E.",
            "last_name": "Goldberg",
            "name_suffix": "",
            "institution": "Princeton University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28498/galley/18369/download/"
        }
    ]
}