Context-specificity and generalization in the acquisition of pronominal distinctions

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Abstract
The pronoun system provides a fruitful area for investigating the conditions under which children make linguistic generalizations. Pronouns are defined by a complex of semantic, syntactic, and morphological distinctions whose interaction is only partially consistent. In the course of acquiring them, children often make systematic errors which reflect novel generalizations from the adult input. A distributional analysis was applied to the errors made by 48 children in marking distinctions of person, possession, and case in their spontaneous use of pronouns. The analysis indicated that children do not make maximal generalizations which extend a particular feature to all related contexts. Rather, they acquire specific complexes of features, and are quite conservative in extrapolating from one feature complex to another.

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