Chapter 4
How does syntactic priming experience support language development?
Syntactic priming effects are argued to reflect the mechanisms that underlie language acquisition. This
chapter explores the predictions of key models for such learning via syntactic priming and discusses the extent to which
behavioural evidence is consistent with these predictions. Specifically, the chapter examines whether the timecourse of
priming effects in research with children reflects lasting effects of syntactic experiences, and what between-group and
between-individual variation in priming effects, predicted by the error-based nature of the learning mechanism, might be
expected. The chapter also considers whether learning via priming might be located in comprehension and – or production
processes. The chapter finishes by making recommendations for how future research may build on existing findings to further
test these models, including discussing methodological implications.
Article outline
- 1.Introduction
- 2.Syntactic priming as implicit learning
- 3.The timecourse of syntactic priming effects in children
- 4.Between-group differences in the magnitude of priming
- 5.Between-individual variation in syntactic priming
- 6.The locus of implicit learning
- 7.Methodological issues
- 8.Conclusion
-
Note
-
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