A developmental paradox is discussed: Studies of infant processing of language and language-like stimuli indicate considerable ability to abstract patterns over specific items and to distinguish natural from unnatural English sentences. In contrast, studies of toddler language production find little ability to generalize patterns over specific English words or constructions. Thus, infants appear to be abstract auditory or language processors whereas, toddlers appear to be non-abstract, item-specific language users. Two resolutions are offered to this paradox. The first, that the contradictions are rooted in the differing methodologies of the two sets of studies (comprehension versus production), is found to explain important aspects of the contradictory findings. The second, that the contractions come from the differing content of the stimuli in the studies, is also found to be explanatory and is argued to carry greater weight. resolution 2 suggests that the patterns that infants extract from their linguistic input are not yet tied to meaning; thus, toddlers do not lose these earlier-abstracted forms but their use of them is limited until they have been integrated with meaning. New findings from toddlers’ syntactic productivity and from the language of grade schoolers previously diagnosed with autism are presented in further support of this thesis.

Department Host: Dr. Geraldine Legendre (legendre@cogsci.jhu.edu)