THE ACQUISITION OF DUTCH -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Introduction -- Acknowledgments -- Dutch Child Language: An Overview -- 1. Introduction -- 2. Phonetic and phonological development -- 2.1. Segment inventories -- 2.2. Phonological processes -- 2.2.1. Syllable structure processes -- 2.2.2. Assimilation processes -- 2.2.3. Substitution processes -- 2.2.4. Phonological processes: Frequency of occurrence and duration of use -- 2.3. Syllable related processes -- 2.3.1. Intuitive syllabification -- 2.3.2. Temporal compensation in syllables -- 2.4. Concluding remarks -- 3. Morphosyntactic development -- 3.1. Verb phrases -- 3.2. Noun phrases -- 3.3. Constituents and clauses -- 3.4. Constituent order -- 3.5 Concluding remarks -- 4. Lexical development -- 4.1. Early lexical acquisition -- 4.2. Elaboration of the lexicon -- 4.3. Concluding remarks -- 5. The development of discourse -- 6. Input to young children acquiring Dutch -- 7. Tests for assessing young children's language development -- 8. Dutch child language corpora -- 8.1 Dutch CHILDES corpora -- 8.1.1. Corpus Beers -- 8.1.2. Corpus CLPF -- 8.1.3. Corpus De Houwer -- 8.1.4. Corpus Gillis -- 8.1.5. Corpus Groningen -- 8.1.6. Corpus Schaerlaekens -- 8.1.7. Corpus Utrecht -- 8.1.8. Corpus van Kampen -- 8.1.9. Corpus Wijnen -- 8.2. Other Dutch child language corpora -- 8.3. Conclusion -- 9. Conclusion -- Acknowledgements -- Notes -- Appendix 1: Overview of Dutch child language corpora in the CHILDES database -- Appendix 2: Overview of Dutch child language corpora referred to in this volume (not included inCHILDES database) -- Early Speech Development in Children Acquiring Dutch Mastering General Basic Elements -- 1. Introduction -- 2. Historical overview -- 3. Directions in Dutch speech development research.

3.1. Mother-infant interaction research -- 3.2. Research on the development of speech perception in infants -- 3.3. Research on the development of sound production in infants -- 4. Developing an adequate description system for infant sound productions -- 4.1. General principles of a sensori-motor classification of infant vocalizations -- 4.2. Types of utterances -- 4.3. Phonation -- 4.3.1. Occurrence of phonation -- 4.3.2. Direction of phonation -- 4.3.3. Continuity of phonation -- 4.3.4. Duration of phonation -- 4.3.5. Voice onset -- 4.3.6. Voice quality -- 4.3.7. Intonation -- 4.4. Articulation -- 4.4.1. Occurrence of articulation -- 4.4.2. Number of articulatory movements -- 4.4.3. Location of articulatory movement within the utterance -- 4.4.4. Type of articulatory movements -- 4.4.5. Place of articulation -- 4.4.6. Manner of articulation -- 4.4.7. Vocalic differentiations -- 5. Sensori-motor stages in speech development -- 5.1. Developmental course in infant sound productions -- 5.2. Relating sensori-motor classification to speech developmental stages -- 6. Applying the sensori-motor classification system in actual research -- 6.1. Normalization research -- 6.1.1. Normalization research on canonical babbling -- 6.1.2. Normalization research on speech development from birth onwards -- 6.2. Diagnostic research -- 6.2.1. Introduction -- 6.2.2. Early speech development of cleft palate children -- 6.2.3. Development of early vocalizations in severely hearing impaired children -- 6.3. Mother-infant interaction research -- 6.3.1. Introduction -- 6.3.2. Subjects -- 6.3.3. Method -- 6.3.4. Data collection -- 6.3.5. Results -- 6.3.6. Summary: Turntaking behavior and a sensori-motor classification of infant sounds -- 6.3.7. Intentionality research -- 6.4. Cross-linguistic research -- 7. Conclusion -- The Acquisition of Dutch Phonology -- 1. Introduction.

2. The acquisition of segmental phonology -- 2.1. Segmental inventories -- 2.2. Segmental processes in child language -- 2.3. Considering the whole lexicon -- 3. The acquisition of prosodic structure -- 3.1. The acquisition of syllable structure -- 3.1.1. The acquisition of onsets -- 3.1.2. The acquisition of rhymes -- 3.1.3. Onset-coda asymmetries -- 3.2. The acquisition of word stress -- 4. Conclusion -- Acknowledgments -- Notes -- The Acquisition of Dutch Syntax -- 1. Introduction -- 1.1. History -- 1.2. The logical problem -- 2. Word order and sentence structure -- 2.0. Introduction -- 2.1. Verb placement -- 2.1.1. The development of verb placement -- 2.1.2. Theoretical accounts of the acquisition of verb placement and evidence from Dutch child language -- 2.2. Object scrambling -- 2.3. Subordination -- 2.4. Question formation -- 2.4.1. The early stages -- 2.4.2. Later developments -- 2.5. Word order: Conclusions -- 3. Missing arguments -- 3.0. Introduction -- 3.1. Empty categories in Dutch -- 3.2. Null subjects in Dutch child language -- 3.3. Null objects -- 3.4. Missing arguments: Conclusion -- 4. Argument structure -- 4.0. General issues -- 4.1.Intransitivesin Dutch -- 4.1.2. Intransitives and auxiliary selection in Dutch acquisition -- 4.1.3. Intransitives and impersonal passivization in Dutch acquisition -- 4.2. Passives of transitive verbs and implicit arguments -- 4.3. Alternations -- 4.4. Light verb constructions -- 4.5. Acquisition of argument structure: Conclusions -- 5. The interpretation of anaphors -- 5.0. Introduction -- 5.1. Acquisition evidence: 'Delay of Principle B ' -- 5.2. Are Dutch pronouns special? -- 5.3. Zich vs. zichzelf -- 5.4. Anaphors : Conclusion -- 6. Conclusion -- Acknowledgments -- Notes -- Acquiring the Lexicon -- 1. Introduction -- 2. Adult lexical organization -- 2.1. Priming experiments and lexical organization.

2.2. Free word association and lexical organization -- 2.3. Conclusion -- 3. Two routes to the acquisition of the lexicon -- 3.1. A lexical route and a semantic route -- 3.2. The output-as-input model of linguistic analysis -- 3.2.1. Some arguments for and evidence of 'output-as-input' -- 3.2.2. Recurrent/contingent adult input and the output-as-input model -- 3.3. Conclusion -- 4. Acquiring the lexical network -- 4.1. A prosodic/segmental shift -- 4.2. Malapropisms -- 5. Acquiring the semantic network -- 5.1. The referential period: The importance of experientially-based similarity -- 5.1.1. Early processes of decontextualization -- 5.2. The denotational period: The importance of verbally-based similarity -- 5.2.1. Contrastive usage of terms in the adult input -- 5.2.2. Decontextualization in the denotational period -- 5.2.3. Syntactic clues to word meaning -- 5.3. The sense period: The importance of decontextualized input -- 5.3.1. Contrastive usage and the development of lexical organization -- 5.3.2. Decontextualization in the sense period -- 5.3.3. The effects of decontextualized input -- 6. Topics in the development of complex and innovative words -- 6.1. Word order inversions -- 6.2. Conservatism in filling lexical gaps -- 6.3. Lexical innovations: Derivations and compounds -- 6.4. The functions of innovative word use: Metaphoric compounds -- 7. Conclusion -- Notes -- References -- Index -- About the Authors.