Abstract
The relationship between language input and the precise way the child makes use of that input is a complex problem. Most research has concentrated on specific forms in the input and their later production by the child. It may be, however, that the child controls more of the acquisition process than previous input studies have assumed. Experience of particular language forms may be all that is required for internal organizational processes to operate. This longitudinal study investigated language growth in children using a structure they had not yet mastered. Experience of this structure at 3-month intervals over the course of 1 year--without any feedback that children were interpreting some instances incorrectly--led to accelerated acquisition as compared with the ages observed in children tested cross-sectionally. It is argued that exposure to a linguistic structure that induces the child to operate on that structure can lead to a reorganization of linguistic knowledge even though no direct feedback has been given as to its correct adult interpretation.
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