Elizabeth Bates is Professor of Psychology and Professor of Cognitive Science at the University of California, San Diego, where she also directs the Center for Research in Language and the Project in Cognitive and Neural Development. She is a visiting scholar on a regular basis at the National Research Council Institute of Psychology in Rome. She has authored or co-authored more than 150 papers and nine books, including most recently, Rethinking Innateness (1996).Michael Tomasello is Co-Director of the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. His previous publications include Primate Cognition (1997), The New Psychology of Language: Cognitive and Functional Approaches to Language Structure (1998) and The Cultural Origins of Human Cognition (1999).

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• Acknowledgments viiGeneral Introduction 1Part I Introduction to Speech Perception 131 Finding and Remembering Words: Some Beginnings by English-Learning Infants 19Peter W. Jusczyk2 Listening to Speech in the 1st Year of Life 26Janet F. Werker and Renée N. Desjardins3 Language Discrimination by Human Newborns and by Cotton-Top Tamarin Monkeys 34Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris, and Jacques Mehler4 Infant Artificial Language Learning and Language Acquisition 42R.L. Gómez and L.A. Gerken5 Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year 49Anne Fernald, John P Pinto, Daniel Swingley, Amy Weinberg, And Gerald W. McrobertsPart II Introduction to Word Learning 576 Young Children’s Appreciation of the Mental Impact of Their Communicative Signals 62Helen I. Shwe and Ellen M. Markman7 Lexical Development in English und Italian 76Maria Cristina Caselli, P. Casadio, and E. Bates8 Perceiving Intentions and Learning Words in the Second Year of Life 111Michael Tomasello9 Evidence Against a Dedicated System for Word Learning in Children 129Lori Markson and Paul Bloom10 On the Inseparability of Grammar and the Lexicon; Evidence from Acquisition 134Elizabeth Bates and Judith C. GoodmanPart III Introduction to Grammatical Development 16311 The Item-Based Nature of Children’s Early Syntactic Development 169Michael Tomasello12 Acquiring Basic Word Order: Evidence for Data-Driven Learning of Syntactic Structure 187Nameera Akhtar13 The Acquisition of Plural Marking in English and German Revisited: Schemata Versus Rules 203Klaus-Michael Köpcke14 An Exploration into Children’s Use or Passives 227Nancy Budwig15 Acquisition of Complementation 248Lois Bloom, Matthew Rispoli, Barbara Gartner. And Jeremie Hafitz16 Form Function Relations: How Do Children Find Out What They Are? 267Dan I. SlobinPart IV Brains, Genes, and Computation in Language Development 29117 Connectionism and Language Acquisition 295Jeffrey L. Elman18 Neural Correlates of Early Language Learning 307Barbara Clancy and Barbara Finlay19 Development Itself Is the Key to Understanding Developmental Disorders 331Annette Karmiloff-SmithIndex 351

Elizabeth Bates is Professor of Psychology and Professor of Cognitive Science at the University of California, San Diego, where she also directs the Center for Research in Language and the Project in Cognitive and Neural Development. She is a visiting scholar on a regular basis at the National Research Council Institute of Psychology in Rome. She has authored or co-authored more than 150 papers and nine books, including most recently, Rethinking Innateness (1996).Michael Tomasello is Co-Director of the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. His previous publications include Primate Cognition (1997), The New Psychology of Language: Cognitive and Functional Approaches to Language Structure (1998) and The Cultural Origins of Human Cognition (1999).

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• Acknowledgments viiGeneral Introduction 1Part I Introduction to Speech Perception 131 Finding and Remembering Words: Some Beginnings by English-Learning Infants 19Peter W. Jusczyk2 Listening to Speech in the 1st Year of Life 26Janet F. Werker and Renée N. Desjardins3 Language Discrimination by Human Newborns and by Cotton-Top Tamarin Monkeys 34Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris, and Jacques Mehler4 Infant Artificial Language Learning and Language Acquisition 42R.L. Gómez and L.A. Gerken5 Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year 49Anne Fernald, John P Pinto, Daniel Swingley, Amy Weinberg, And Gerald W. McrobertsPart II Introduction to Word Learning 576 Young Children’s Appreciation of the Mental Impact of Their Communicative Signals 62Helen I. Shwe and Ellen M. Markman7 Lexical Development in English und Italian 76Maria Cristina Caselli, P. Casadio, and E. Bates8 Perceiving Intentions and Learning Words in the Second Year of Life 111Michael Tomasello9 Evidence Against a Dedicated System for Word Learning in Children 129Lori Markson and Paul Bloom10 On the Inseparability of Grammar and the Lexicon; Evidence from Acquisition 134Elizabeth Bates and Judith C. GoodmanPart III Introduction to Grammatical Development 16311 The Item-Based Nature of Children’s Early Syntactic Development 169Michael Tomasello12 Acquiring Basic Word Order: Evidence for Data-Driven Learning of Syntactic Structure 187Nameera Akhtar13 The Acquisition of Plural Marking in English and German Revisited: Schemata Versus Rules 203Klaus-Michael Köpcke14 An Exploration into Children’s Use or Passives 227Nancy Budwig15 Acquisition of Complementation 248Lois Bloom, Matthew Rispoli, Barbara Gartner. And Jeremie Hafitz16 Form Function Relations: How Do Children Find Out What They Are? 267Dan I. SlobinPart IV Brains, Genes, and Computation in Language Development 29117 Connectionism and Language Acquisition 295Jeffrey L. Elman18 Neural Correlates of Early Language Learning 307Barbara Clancy and Barbara Finlay19 Development Itself Is the Key to Understanding Developmental Disorders 331Annette Karmiloff-SmithIndex 351