Abstract
This paper examines rule-based learning and item-based learning in relation to a Swedish child's acquisition of verb second in main clauses. While rule-based accounts assert that young children have access to syntactic structure and acquire a rule of generalized verb second, item-based accounts claim that young children are reproducing frequent word combinations in the input. The paper provides new and important data from one Swedish child, concluding that the acquisition of verb second is the result of rule-based learning.
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