The goals of this volume are twofold: on a general level the volume
explores whether evidence for teaching and learning can be found in
mother-child interactions during the course of first language
acquisition and whether these processes can be objectively
described; on a sublevel, the volume investigates whether the
denials of frequency and reinforcement effects found in the
literature withstand closer scrutiny. The findings support a
teaching/learning approach to first language acquisition and
demonstrate some of the major principles involved in this process.
General
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