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Abstract This paper explores the concept of multiple grammars (MGs) and their implications for linguistic theory, language acquisition, and bilingual language knowledge. Drawing on evidence from phenomena such as scope interactions, verb raising, and agreement patterns, I argue that seemingly identical surface structures can be undergirded by different grammatical analyses that may compete within speaker populations. I then propose a typology of MG distributions, includingshared MGs, competing MGs,andpartial MGs, each with distinct consequences for acquisition and use. Contrary to expectations of simplification, bilingualism can sometimes lead to an expansion of grammatical analyses and does not always lead to the elimination of MGs. The paper discusses methods for predicting environments conducive to MGs, considering factors such as structural ambiguity and silent elements. The examination of MGs compels us to explore how learners navigate underdetermined input, especially in bilingual contexts, and to examine the interplay between gradient acceptability judgments and categorical grammatical distinctions. The study of MGs offers valuable insights into language variation, change, and the nature of linguistic competence.
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Effects of environmental diversity on exploration and learning: The case of bilingualism.
Bilingual environments provide a commonplace example of increased complexity and uncertainty. Learning multiple languages entails mastery of a larger and more variable range of sounds, words, syntactic structures, pragmatic conventions, and more complex mapping of linguistic information to objects in the world. Recent research suggests that bilingual learners demonstrate fundamental variation in how they explore and learn from their environment, which may derive from this increased complexity. In particular, the increased complexity and variability of bilingual environments may broaden the focus of learners’ attention, laying a different attentional foundation for learning. In this review, we introduce a novel framework, with accompanying empirical evidence, for understanding how early learners may adapt to a more complex environment, drawing on bilingualism as an example. Three adaptations, each relevant to the demands of abstracting structure from a complex environment, are introduced. Each adaptation is discussed in the context of empirical evidence attesting to shifts in basic psychological processes in bilingual learners. This evidence converges on the notion that bilingual learners may explore their environment more broadly. Downstream consequences of broader sampling for perception and learning are discussed. Finally, recommendations for future research to expand the scientific narrative on the impact of diverse environments on learning are provided.
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- Award ID(s):
- 1941434
- PAR ID:
- 10516347
- Editor(s):
- Brown-Schmidt, Sarah
- Publisher / Repository:
- American Psychological Association
- Date Published:
- Journal Name:
- Journal of Experimental Psychology: General
- ISSN:
- 0096-3445
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1037/xge0001562
