Developmental research is abandoning formal syntax, probably because Chomskyan generative syntax lacks psychological reality. Some studies opt for pure statistics-based definitions of syntactic knowledge, as if humans were similar to Large Language Models of AI and had no structurally meaningful concepts of syntactic relations. Others tend to Constructivist syntax, where patterns of elements are said to possess associated semantic meaning. The problem is that the core syntactic relations that young children acquire, such as verb-object and verb-subject combinations, do not possess particular associated semantics, meaning that the Constructivist approach is not a helpful vehicle for understanding syntactic acquisition. In this book, Anat Ninio approaches syntactic development from a novel point of view, within the framework of Relevance Theory, a theory of pragmatics with a strong commitment to a cognitive conceptualization of linguistic competence. This theory's architecture of lingui
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