By J. Mehler & T. G. Bever (Editors)
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Additional resources for Cognition, Vol. 3, No. 4
The procedure for learning the corpus was the same as that used for learning the nouns in isolation, except that criterion was reached after one series of 12 items with no more than one error. Any response that conformed to the appropriate syllable structure was counted as correct. For example, if S should have produced gomet ibi but instead said gomek ibi or even amuf ibi, these responses were considered correct as long as the correct noun was given, since he had the adjective terminating in a consonant and the appropriate noun beginning with a vowel.
Criterion was reached after two series without errors. Learning nouns in isolation served two purposes. 5 to treatment groups in Part B. Moreover, it insured that S would not have to be concerned, in the later parts of the experiment, with the placement of word boundaries between the adjective and the noun, since he would know the form of the noun in isolation. Part B: Twelve adjective-noun combinations (three adjectives combined with each of the four nouns of Part A) were presented. On the basis of performance on Part A, Ss were placed in one of four groups: Natural Systematic (NS), Natural Random (NR), Unnatural Systematic (US), Unnatural Random (UR).
Macnamara (1972) has suggested that children learn language on the basis of their independent hypotheses about speaker’s meaning, derived from their intercourse with the world. Ryan (1973) and Bruner (1975) have argued that mother-child interactions provide contexts of mutual action in which intentions, initially communicated non-linguistically, come to be mapped on to their linguistic means of expression. They suggest a central role for non-linguistic means of Conservation accidents 343 collaboratively directing attention as a basis for the referential function of language.