{"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/"}]}