Language Acquisition across Linguistic and Cognitive Systems -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction: New perspectives in the study of first and second language acquisition -- 1. Introduction -- 2. Language acquisition: The debates -- 3. Coverage and aims of the volume -- 3.1 Intersciplinary perspectives on language acquisition -- 3.2 Multiple facets of linguistic competence in a large developmental age range -- 3.3 Comparative perspectives: Acquisition across languages -- 3.4 Comparative perspectives: Acquisition across learners -- 3.5 Intra- and inter-individual variations in typical development -- 3.6 Language disorders and atypical development -- 4. Contents of the volume -- 4.1 Part I - The emergence and dynamics of language acquisition and language disorders -- 4.2 Part II - First language acquisition: universals and linguistic diversity -- 4.3 Part III - Bilingualism and second language acquisition: A multidisciplinary perspective -- 5. Concluding remarks -- References -- Part I. Emergence and dynamics of language acquisition and disorders -- 1. A tale of two paradigms -- 1. Introduction -- 2. Eight core issues -- 3. Mechanisms of emergence -- 4. Seven timeframes -- 5. Why the paradigm shift? -- 5.1 Corpora -- 5.2 Multimedia -- 5.3 Neural network models -- 5.4 Imaging -- 5.5 Neuroscience -- 5.6 In vivo learning -- 6. Conclusion -- References -- 2. Dynamic systems methods in the study of language acquisition -- 1. Introduction -- 2. What does dynamic systems theory entail? -- 3. A somewhat more technical definition of "dynamic system" -- 4. Categories (versus/and) continuities: A view from dynamic systems theory -- 5. Dynamic uncertainties … -- 6. Transitions in early language development: A case study -- 6.1 The nature of generating mechanisms? -- 6.2 Data and method.

6.3 Evidence of stage transitions? -- 7. Conclusion -- References -- 3. Early bootstrapping of syntactic acquisition -- 1. Introduction -- 2. Phrasal prosody constrains syntactic analysis -- 3. Function words signal the syntactic category of the following content words -- 4. Building a 'syntactic skeleton' with phrasal prosody and function words -- 5. Conclusion -- References -- 4. Language acquisition in developmental disorders -- 1. Introduction -- 2. Language as a learning problem -- 3. The case of language development in Williams syndrome -- 4. The case of language development in Specific Language Impairment -- 5. Conclusion -- Acknowledgements -- References -- Part II. First language acquisition: Universals and diversity -- 5. Language development in a cross-linguistic context -- 1. Introduction -- 2. Morphological development -- 3. Learning argument structure -- 4. Crosslinguistic modelling -- 5. The significance of cross-cultural differences in language learning environments -- 6. Conclusions -- Acknowledgements -- References -- 6. A typological approach to first language acquisition -- 1. Introduction -- 2. Typology -- 3. Developmental approach -- 4. First typological differences in acquisition -- 5. Language types -- 6. Conclusion -- References -- 7. Linguistic relativity in first language acquisition -- 1. Introduction: Language and cognition -- 1.1 Motion across languages: Lexicalization and grammaticalization -- 1.2 Cognitive implications -- 2. The acquisition of spatial language -- 2.1 Voluntary motion -- 2.2 Caused motion -- 2.3 The emergence of spatial language -- 3. Discussion -- 4. Concluding remarks -- References -- 8. On the importance of goals in child language -- 1. Introduction -- 2. Preference for goals in earliest usage -- 3. Goal preference in learning artificial spatial markers.

4. Spatial language in a spatially challenged population: Williams syndrome -- 5. Conclusion -- References -- 9. Promoting patients in narrative discourse -- 1. Introduction -- 2. Event construal: Topics, agency and event view -- 3. Topics in discourse development -- 4. Word order and obligatory subjects -- 5. Constructions for topicalizing patients -- 6. Methodology -- 6.1 The Frog Story -- 6.2 Coding -- 7. Results -- 7.1 Dislocations -- 7.2 Passives -- 7.3 Topicalisation constructions -- 7.4 Summary of the results -- 8. Conclusion -- Acknowledgements -- References -- 10. On-line grammaticality judgments -- 1. Introduction -- 2. Some properties of European Portuguese and French: Agreement and word-order -- 3. Sentence structures and processing hypotheses -- 4. Method -- 5. Results -- 5.1 Undetected violations -- 5.2 Detection times -- 6. Discussion and conclusion -- References -- 11. The expression of finiteness by L1 and L2 learners of Dutch, French, and German -- 1. Introduction -- 2. The case of auch -- 3. Other candidates for the left bracket in L1 -- 3.1 Methodology -- 3.2 L1 utterances: German and Dutch -- 3.3 L1 utterances: French -- 4. Summary and hypothesis -- 5. Towards a definition of semantic finiteness -- 6. Adult learners -- 7. Discussion and conclusion -- References -- Part III. Bilingualism and second language acquisition -- 12. Age of onset in successive acquisition of bilingualism -- 1. Introduction: The language making capacity -- 2. Simultaneous and successive acquisition of bilingualism -- 2.1 Simultaneous acquisition of two or more languages -- 2.2 Successive acquisition of bilingualism: The Fundamental Difference Hypothesis -- 3. Sensitive periods in language development -- 4. Child L2 acquisition: Linguistic evidence -- 5. Child L2 acquisition: Neuropsychological evidence -- 6. Conclusions and open questions.

Acknowledgments -- References -- 13. The development of person-number verbal morphology in different types of learners -- 1. Introduction -- 1.1 Verbal morphology in different learner groups -- 1.2 Verbal agreement morphology in French and Swedish -- 1.3 Verbal agreement morphology versus clitic pronouns -- 2. Verbal agreement morphology in adult L2 learners -- 2.1 Spoken French L2 -- 2.2 Written French L2 -- 3. The verbal agreement morphology of bilingual 2L1 children -- 3.1 Data -- 4. Conclusion and discussion -- Acknowledgements -- References -- 14. Re-thinking the bilingual interactive-activation model from a developmental perspective (BIA-d) -- 1. Introduction -- 2. The Bilingual Interactive-Activation (BIA) model -- 3. Evidence for cross-language interference -- 4. Language switching and the BIA-model -- 5. Second language vocabulary acquisition -- 6. Developmental Bilingual Interactive-Activation (BIA-d) -- 7. Current research perspectives -- References -- 15. Foreign language vocabulary learning -- 1. Introduction -- 2. Word-type effects on vocabulary acquisition and retention -- 3. Explaining the data -- 3.1 Concreteness and word frequency -- 3.2 FL typicality -- 3.3 Cognate status -- 3.4 Differential forgetting -- 4. Conclusion -- References -- 16. Cerebral imaging and individual differences in language learning -- 1. Introduction -- 2. Conclusion -- References -- 17. The cognitive neuroscience of second language acquisition and bilingualism -- 1. Introduction -- 2. Factors that matter -- 2.1 Psycho(bio)logical factors influencing bilingual brain organisation -- 2.2 Linguistic factors influencing bilingual brain organization -- 2.3 Socio-cultural factors influencing bilingual brain organization -- 2.4 Biological factors influencing bilingual brain organization -- 3. Proficiency level - Concluding remarks -- References -- Index of languages.

Index of subjects -- The series Language Acquisition and Language Disorders.