Kidd, Evan; Cameron-Faulkner, Thea
The present article reports on an investigation of one child's acquisition of the multiple senses of the preposition with from 2;0-4;0. Two competing claims regarding children's early representation and subsequent acquisition of with were investigated. The "multiple meanings" hypothesis predicts that children form individual form-meaning pairings for with as separate lexical entries. The "monosemy approach" (McKercher 2001) claims that children apply a unitary meaning by abstracting core...[Show more]
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