Children (aged five-to-six and nine-to-ten years) and adults rated the acceptability of well-formed sentences and argument-structure overgeneralization errors involving the prepositional-object and double-object dative constructions (e.g. "Marge pulled the box to Homer/*Marge pulled Homer the box"). In support of the entrenchment hypothesis, a…

Tested two hypotheses about how English-speaking children learn to avoid making argument structure errors such as "don't giggle me." Ninety-six children were introduced to two nonce verbs, one as a transitive verb and one as an intransitive verb. Found empirical support for the constraining role of verb classes and preemption, but only for…

Presents data from a positron emission tomographic study in which subjects were asked to produce the past tense forms of regular, irregular and nonce stems. Findings, which support the grammar/lexicon linguistic theories, reveal different amounts and areas of cortical activation in the regular and irregular tasks, as well as significantly…