Some topics indevelopmentalpsycholinguisticsWays of studying child languageexperimentinvolves a control group+can study specific factors-expensive to obtain kidsnaturalistic studyobserve only what happens+kids engaged in real life-kids might not say/learn what you wantcross-sectionaldifferent kids at different ageslongitudinalsame kids as they grow upWays of studying child languageWays of studying child languageexperimentalcross-sectionallongitudinalnaturalisticRoger Brownand colleagues(1960s)experimentalCHILDESdatabaseuses theCHATformat●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●800 1000 1200 1400 1600 18002 3 4 5Sarah saying more and more as she grows updaysmluAll hell breaks loosenegative evidenceDo parental responses helpkids learn I to C movement?Morgan, J. L., Bonamo, K. M., & Travis, L. L. (1995). Negative evidence on negative evidence. Developmental Psychology, 31, 180-197Q. Do parental responses helpkids learn I to C movement?A. No.Only with very repetitive parentsovergeneralizationMy teacher holded the baby rabbits and we patted themDid you say your teacher held the baby rabbits?Yes.What did you say she did?She holded the baby rabbits and we patted them.Did you say she held them tightly?No, she holded them loosely.C.B. Cazden Child language and education 1972U-shaped learningcommand of English pastStage Icame, got, gave,looked, needed, took, wentcamed, ricked,goedwentedfully competentStage 2 Stage 3Englishverbsub-classesLexically-specificoverregularizationof past