Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements.

Many studies demonstrate that detecting statistical regularities in linguistic input plays a key role in language acquisition. Yet, it is unclear to what extent statistical learning is involved in more naturalistic settings, when young children have to acquire meaningful grammatical elements. In the present study, we address these points, by investigating whether statistical learning is involved in acquiring a morpho-syntactic structure from input that resembles natural languages more closely.

Lessons From Neuro-(a)-Typical Brains: Universal Multilingualism, Code-Mixing, Recombination, and Executive Functions.

In the literature, the term code-mixing/switching refers to instances of language mixing in which speakers/signers combine properties of two or more languages in their utterances. Such a linguistic behavior is typically discussed in the context of multilinguals, and experts commonly focus on the form of language mixing/switching and its cross-linguistic commonalities. Not much is known, however, about how the knowledge of code-mixing comes about.