Whole-to-part development in language creation

Children approach language by learning parts and constructing wholes. But they can also first learn wholes and then discover parts. We demonstrate this understudied yet impactful process in children creating language without input. Whole-to-part learning thus need not be driven by hard-to-segment in...

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Bibliographic Details
Published in:Trends in cognitive sciences 2025-01, Vol.29 (1), p.12-14
Main Authors: Goldin-Meadow, Susan, Arnon, Inbal
Format: Article
Language:English
Subjects:
causative structure
Child
homesign
Humans
Language
language creation
Language Development
language learning
Learning - physiology
morphology
starting big
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Summary:Children approach language by learning parts and constructing wholes. But they can also first learn wholes and then discover parts. We demonstrate this understudied yet impactful process in children creating language without input. Whole-to-part learning thus need not be driven by hard-to-segment input and is a bias that children bring to language. Children approach language by learning parts and constructing wholes. But they can also first learn wholes and then discover parts. We demonstrate this understudied yet impactful process in children creating language without input. Whole-to-part learning thus need not be driven by hard-to-segment input and is a bias that children bring to language.
ISSN:1364-6613
1879-307X
1879-307X
DOI:10.1016/j.tics.2024.09.015