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Thus, the general progression is bottom-up to topdown, from specific items to linear stringing of constructions in which these items occur to hierarchical structures, from most concrete to most abstract, from item-specific to construction-based. Several issues remain to be explored by future research. It was noted above, that for each new level of knowledge to be achieved, it must first attain a “critical mass” as input. This may take several forms – a large enough number of tokens of a particular verb, of verb-types that enter into a given “construction”, or of verbs with different valency values.

Example (13) shows that Leor uses the verb ‘blow out’ with a pre- and post-verbal subject. , in the case of ‘with a ball’). Finally, example (17) shows that Smadar uses the unaccusative verb npl1 ‘fall’ with a pre- and post-verbal subject as permitted in Hebrew for this type of verbs. And indeed, the latter type of alternations persists after children have fixed the position of arguments for all other verbs in the language. These examples, thus, indicate that children start hypothesizing about the possible positions of verbcomplements in their language.

Grandma (is) getting dressed-FEM? ‘Grandma (is) not getting-dressed-FEM’ Leor: savta mibaybaesh. grandma mibaybaesh-S:MASC:PRES [2;3] The verb-forms in (21) are derived from the common child language forms tagidi ‘say-2S:FEM:FUTIMP’ and lehagid ‘say-INF’, and overextend existing verb-forms to fill a morphologically defective paradigm. Lexically, except in the future, imperative, and infinitive, a suppletive form is used for say (amr1 ‘say’, or spr3 ‘tell’). Phonologically, the root initial n (which occurs in Smadar’s mangida) does not, in fact, show up in any of the adult forms (cf.

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Azione by Mario De Caro

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