Linguistic theory has seen a substantial shift in focus during the
past decade. Whereas early research in generative grammar sought
descriptive adequacy through the proliferation of transformational
rules, recent efforts have concentrated on defining systems of
principles that restrict the application of a greatly simplified
sys tem of rules of grammar. These principles, because of their
broad application within a particular language, and their
appearance in a wide range of languages under investigation, are
claimed to reflect innate cognitive structures often termed
universal grammar. Accompanying this new, and very interesting
research in linguis tic theory is an interest in certain aspects of
the language acquisi tion process that relate to the theoretical
claims. As new insights allow us to hypothesize both more
specifically and more plausibly about linguistic universals, the
actual facts about linguistic develop ment in young children become
increasingly relevant as additional data on which to formulate and
test new ideas. This book looks closely at a particular set of
linguistic structures with respect to both linguistic theory and
language development, exploring the relationship between the
theoretical claims and the results of a series of language
acquisition experiments. Although work of this sort is often called
interdisciplinary, the issues addressed are clearly defined,
although not all of them are answered. This book should be of
particular interest to linguists, and to psychologists concerned
with linguistic and cognitive development."
General
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