The comparison of English wh-questions acquisition by monolinguals, bilinguals and EFL learners showed inter-groups similarities, which included formulaic use, overgeneralization, non-inverted structures, archiforms, double marking auxiliaries past tense. authors suggest a special role there is/are structures in the learners. research results allow assuming impact universal factors upon process...

This paper introduces a never before described strategy used by bilinguals to fill hesitation pauses. This strategy proved so unique that it was given the name ‘idiosyncratic filler.’ It describes a filler type that is produced unusually often by one individual when hesitating. It is usually a particular lexical filler that is used as often as or more often than all other lexical fillers combin...

A 3-layer back propagation network is used to implement a pattern association task which learns mappings that are analogous to the present and past tense forms of English verbs, i.e., arbitrary, identity, vowel change, and suffixation mappings. The degree of correspondence between connectionist models of tasks of this type (Rumelhart & McClelland, 1986; 1987) and children’s acquisition of infle...

A 3-layer back propagation network is used to implement a pattern association task which learns mappings that are analogous to the present and past tense forms of English verbs, i.e., arbitrary, identity, vowel change, and suffixation mappings. The degree of correspondence between connectionist models of tasks of this type (Rumelhart & McClelland, 1986; 1987) and children’s acquisition of infle...

BACKGROUND Meta-analytic results of fear-conditioning studies in the anxiety disorders implicate generalization of conditioned fear to stimuli resembling the conditioned danger cue as one of the more robust conditioning markers of anxiety pathology. Due to the absence of conditioning studies assessing generalization in generalized anxiety disorder (GAD), results of this meta-analysis do not rev...

How do children learn to restrict their productivity and avoid ungrammatical utterances? The present study addresses this question by examining why some verbs are used with un- prefixation (e.g., unwrap) and others are not (e.g., *unsqueeze). Experiment 1 used a priming methodology to examine children's (3-4; 5-6) grammatical restrictions on verbal un- prefixation. To elicit production of un-pr...

Seeking explanations is central to science, education, and everyday thinking, and prompting learners to explain is often beneficial. Nonetheless, in 2 category learning experiments across artifact and social domains, we demonstrate that the very properties of explanation that support learning can impair learning by fostering overgeneralizations. We find that explaining encourages learners to se...

Data analysis has become a topic of increasing emphasis within middle school mathematics in the last few years, especially in the recent recommendations by the National Council of Teachers of Mathematics (NCTM 2000). In order to better inform efforts to expand data analysis’s role in middle school curricula, we have begun the development of a cognitive model of student thinking in this domain. ...