{"id":105782,"date":"2018-03-11T10:29:28","date_gmt":"2018-03-11T10:29:28","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/learning-from-the-input-syntactic-semantic-and-phonological-cues-to-the-noun-category-in-english\/"},"modified":"2018-03-11T10:29:28","modified_gmt":"2018-03-11T10:29:28","slug":"learning-from-the-input-syntactic-semantic-and-phonological-cues-to-the-noun-category-in-english","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/barcelona\/learning-from-the-input-syntactic-semantic-and-phonological-cues-to-the-noun-category-in-english\/","title":{"rendered":"Learning from the input: syntactic, semantic  and phonological cues to the noun category in english"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Sara Feij\u00f3o Antol\u00edn <\/strong><\/h2>\n<p>Las l\u00edneas centrales de la teor\u00eda ling\u00ed\u00bc\u00edstica de los \u00faltimos a\u00f1os han descrito la adquisici\u00f3n y el desarrollo de primeras lenguas como un proceso basado en el conocimiento innato de las propiedades gramaticales de la lengua por parte de los ni\u00f1os aprendices. Tales descripciones del desarrollo sint\u00e1ctico asumen que el entorno ling\u00ed\u00bc\u00edstico al que los ni\u00f1os est\u00e1n expuestos es demasiado limitado como para dar lugar al aprendizaje de una lengua (es decir, el llamado argumento de la pobreza del est\u00edmulo). As\u00ed pues, seg\u00fan esta visi\u00f3n, es el conocimiento ling\u00ed\u00bc\u00edstico innato lo que permite a los ni\u00f1os llegar a ser hablantes competentes de su propia lengua nativa. Este estudio se plantea el objetivo de cuestionar esta visi\u00f3n y muestra evidencia emp\u00edrica con la que se puede inferir que los ni\u00f1os pueden adquirir conocimientos gramaticales  a partir de la experiencia y de la informaci\u00f3n que reciben del entorno.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Learning from the input: syntactic, semantic  and phonological cues to the noun category in english<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Learning from the input: syntactic, semantic  and phonological cues to the noun category in english <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Sara Feij\u00f3o Antol\u00edn <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Barcelona<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 16\/12\/2010<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Carmen Mu\u00f1oz Lahoz<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Miguel P\u00e9rez pereira <\/li>\n<li>Javier Valenzuela manzanares (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Sara Feij\u00f3o Antol\u00edn Las l\u00edneas centrales de la teor\u00eda ling\u00ed\u00bc\u00edstica de los \u00faltimos a\u00f1os han descrito la [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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