Abstract
The dynamic nature of language development entails growing complexity of networks between forms and functions, as well as between functions and between forms. Network Analysis in linguistics has been used to explain dynamic relations especially in the realm of semantic networks, analyzing their structure and development. The present paper proposes a novel methodology to account for emerging patterns of use by analyzing morphological form-form relations as networks. We account for the relations between the Semitic constructs of roots and verb patterns (binyanim ‘buildings’), the morphological building blocks of Hebrew verbs. We analyze new Hebrew corpora of input to young children and children’s own output in dyadic and peer interactions: Child speech in interaction with parents between the ages of 1;8 to 2;2 years, child peer talk of six age groups (2;0–2;6, 2;6–3;0, 3;0–4;0, 4;0–5;0, 5;0–6;0, 7;0–8;0), adults’ speech to infants (3 months, 6 months, 9 months, 12 months), and to toddlers (1;8–2;2), and storybooks for young children. Using network analyses of the relations between roots and patterns in each corpus, we reveal emerging patterns of links, manifested as root-based and pattern-based derivational families. We show that the morphological development of the Hebrew verb category can be modeled by the measures of (i) network hubs (based on degree centrality), as representing patterns’ linkage, (ii) changes in node centrality, as representing importance within networks, (iii) network density, as representing growth potential, and (iv) network modularity and community structure, as representing emergent morphological categories. Our findings indicate that in both child speech and child directed speech networks linkage increases with age, nodes change centrality within the network, density values decline with age, networks become less modular, and larger, more coherent communities emerge. These findings add another facet to the quantification of language development, specifically modeling system-level productivity and the emergence of morphological categories.
Similar content being viewed by others
Notes
As general theoretical motivation for this verb-focused investigation, we follow Haspelmath’s 1990 comment that “the verbal morphology associated with a passive construction is an essential part of the construction whose properties are worthy of study in their own right. Indeed, the passive can be regarded as first and foremost a verbal morphological category whose meaning implies certain changes in the clause structure.” (p. 25). An anonymous reviewer commented that “In the tradition of IndoEuropean Morphology passive diathesis is classically treated as an inflectional phenomenon”. A recent, comprehensive analysis of the diachrony of passive voice in IE languages (Luraghi et al., 2021) presents a somewhat different picture. While the most frequent way to encode passives in these languages was through the use of inflectional middle voice marking (p. 378), the paper describes how a third, passive voice (in addition to the ancient active – middle contrast) emerged in IE languages and language families involving the interaction of both inflectional and derivational processes (as well as periphrastic means, see Toyota, 2008), with increasing prominence for derivation (p. 340). For example, Ancient Greek and Indo-Iranian had dedicated derivational passive markers (pp. 352-357), while in Armenian and Old Irish (pp. 380-381), the passive-active distinction emerged through primarily non-inflectional strategies (p. 370). Thus, passive morphology in IE languages arose through rich and various means (p. 384), including the use of inflectional middle voice endings, grammaticalization of derivational suffixes, and the creation of periphrastic forms based on past participles or verbal nouns (p. 381). Derivation is a well attested yet not a major passive strategy in IE languages (p. 383).
While we of course take no stand on this IE issue, which relies on its own scholarship, it seems that in cross-linguistic perspective, passive inflectional morphology is rarely found outside the IE languages. According to Bybee (1985), and as discussed in Luraghi et al. (2021), most of the world’s languages from different families favor derivational over inflectional strategies for passive formation. See also the analyses in Foley (2007) and in Keenan and Dryer (2007). This sets the stage for the summary of Hebrew passive morphology as derivational, based on theoretical, experimental, and corpus-based analyses detailed in Ravid (2020), Ravid and Vered (2017) and Levie et al. (2020).
Hebrew passive formation is firmly embedded in Hebrew root-and-binyan morphology, which enables semi-productive derivational families combining lexically specific meanings with transitivity and Aktionsart values (somewhat similar to Slavic verb formation). Passive verb formation takes place solely within this stringent root-binyan verb system, where three active/transitive binyan patterns—Qal, Hif’il, and Pi’el – are each associated with a dedicated passive counterpart – Nif’al, Huf’al, and Pu’al respectively. The three patterns expressing passive voice in relation to their active counterparts are not uniform, falling into two distinct groups. First, the two strictly passive binyanim Pu’al and Huf’al that share unique morphological features and are highly regular, even semi-automatic in relation to their transitive counterparts. Second, Nif’al, which, in contrast, shares none of the morpho-phonological peculiarities of the strict passives and, like the rest of the binyanim, holds lexical as well as morphologically unpredictable and semi-productive relationships with other binyan patterns. In addition to its non-major role as the passive counterpart of Qal, Nif’al serves as the middle voice, inceptive and inchoative counterpart to Qal and Hif’il, having most of the Aktionsart functions of Hitpa’el. In developmental psycholinguistic perspective, Nif’al gradually changes its semantic-pragmatic features from the prominent expressor of telic middle voice in childhood to expressing medio-passive and passive meanings in adolescence. Huf’al and Pu’al as verbal passives (in contrast to adjectival passives) rarely occur in spoken or written Hebrew, appearing mostly in adult discourse. This is why passive morphology did not constitute part of the current study focusing on child morphology in Hebrew.
Since the two exclusively passive binyan patterns Huf’al and Pu’al lack imperative and infinitive forms, the total number of binyan temporal patterns is 31 (five temporal patterns in five non-passive binyanim, and three patterns in the two passive-dedicated binyanim (Ravid, 2020)). This organization is critical for the variables in the current analysis.
Unlike temporal shifts, which rely on root-and-pattern affixation, agreement marking of person, number and gender is linear. Agreement markers are attached to the binyan-temporal verb stem as prefixes and/or suffixes, depending on the tense, resulting in further morpho-phonological changes to the stem. These are not relevant to the current study, which focuses on the non-inflected temporal verb stem. See also footnote 4.
Note that the current study does not involve analyses of agreement inflection, but see Dattner et al. (2021) for a model that considers prosodic structure, vocalic pattern, and affix as included in a single node in a network rather than three independent constituents.
Note that the 95% threshold for hub detection is common, yet arbitrary.
Given the nature of the age group variable in the present study, significant differences between the groups cannot be trustfully calculated. Using network density as a proxy for morphological age made it possible to treat age group as an independent continuous variable rather than an ordinal multilevel variable. Thus, while not solving the between group comparison problem, it yielded better fitting models.
There is a clear relationship between mean Degree Centrality and Network Density, since the sum of the degree equals to the number of links×2. However, given that we model only pattern Degree Centrality we may nevertheless use Network Density as a proxy for morphological age.
Degree Centrality is calculated for both root and pattern nodes together, since it is only by linking a root and a pattern that a verb wordform can be created. Thus, a hub node has a high Degree Centrality value relative to both types of nodes rather than relative only to its own type.
References
Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage-based account of syntactic acquisition. The Linguistic Review, 23(3), 275–290.
Ackerman, F., & Malouf, R. (2013). Morphological organization: The low conditional entropy conjecture. Language, 429–464.
Aram, D., & Levin, I. (2014). Promoting early literacy: The differential effects of parent-child joint writing and joint storybook reading interventions. Cognitive development: Theories, stages and processes and challenges, 189–212.
Armon-Lotem, S., & Berman, R. A. (2003). The emergence of grammar: Early verbs and beyond. Journal of Child Language, 30, 845–878.
Aronoff, M. (1976). Word formation in generative grammar. Cambridge: MIT Press.
Ashkenazi, O. (2015). Input-output relations in the early acquisition of Hebrew verbs. Dissertation, Tel Aviv University.
Ashkenazi, O., Ravid, D., & Gillis, S. (2016). Breaking into the Hebrew verb system: A learning problem. First Language, 36(5), 505–524.
Ashkenazi, O., Gillis, S., & Ravid, D. (2020). Input-output relations in the early acquisition of Hebrew verbs. Journal of Child Language, 47, 509–532.
Baayen, R. H. (2007). Storage and computation in the mental lexicon. In G. Jarema & G. Libben (Eds.), The mental lexicon: Core perspectives (pp. 81–104). Amsterdam: Elsevier.
Baayen, R. H. (2009). Corpus linguistics in morphology: Morphological productivity. In A. Lüdeling & M. Kytö (Eds.), Corpus linguistics. An international handbook (pp. 899–919). Berlin: De Gruyter Mouton.
Baayen, R. H., Milin, P., Filipović Durdević, D., Hendrix, P., & Marelli, M. (2011). An amorphous model for morphological processing in visual comprehension based on naive discriminative learning. Psychological review, 118(3), 438–481.
Balling, L. Winther, & Baayen, R. H. (2012). Probability and surprisal in auditory comprehension of morphologically complex words. Cognition, 125(1), 80–106.
Bat-El, O. (2017). Word-based items-and-processes (wobip): Evidence from Hebrew morphology. In C. Bowern, L. Horn, & R. Zanuttini (Eds.), On looking into words (and beyond): Structures, relations, analyses (pp. 115–134). Cambridge: MIT Press. https://doi.org/10.5281/ZENODO.495441. https://zenodo.org/record/495441.
Beckage, N., Smith, L., & Hills, T. (2011). Small worlds and semantic network growth in typical and late talkers. PloS one, 6(5), e19348.
Beckett, S. J. (2016). Improved community detection in weighted bipartite networks. Royal Society Open Science, 3(1), 140536.
Ben-Zvi, G., & Levie, R. (2016). Development of Hebrew derivational morphology from preschool to adolescence. In R. A. Berman (Ed.), Acquisition and development of Hebrew: From infancy to adolescence (pp. 135–173). Amsterdam and Philadelphia: John Benjamins Publishing Company.
Benedek, M., Kenett, Y. N., Umdasch, K., Anaki, D., Faust, M., & Neubauer, A. C. (2017). How semantic memory structure and intelligence contribute to creative thought: a network science approach. Thinking & Reasoning, 23(2), 158–183.
Berman, R. A. (1982). Verb-pattern alternation: The interface of morphology, syntax, and semantics in Hebrew child language. Journal of child language, 9(1), 169–191.
Berman, R. A. (1985a). Acquisition of Hebrew. Hillsdale: Lawrence Erlbaum.
Berman, R. A. (1985b). Acquisition of tense-aspect by Hebrew-speaking children. Final report Binational Science Foundation.
Berman, R. A. (1987). Productivity in the lexicon: New-word formation in modern Hebrew. Folia Linguistica, 21, 425–461.
Berman, R. A. (1993a). Developmental perspectives in transitivity: A confluence of cues. In Y. Levy (Ed.), Other children, other languages: Issues in the theory of acquisition (pp. 189–241). Hillsdale, NJ: Lawrence Erlbaum.
Berman, R. A. (1993b). Marking of verb transitivity by Hebrew-speaking children. Journal of Child Language, 20(3), 641–669.
Berman, R. A. (2000). Children’s innovative verbs vs. nouns: Structured elicitations and spontaneous coinages. In L. Menn & Nan Bernstein Ratner (Eds.), Methods for studying language production (pp. 69–93). Mahwah, N.J.: Lawrence Erlbaum.
Berman, R. A. (2012). Revisiting roots in Hebrew: A multi-faceted view. In M. Muchnik & Tsvi Sadan (Eds.), Studies on Modern Hebrew and jewish languages in honor of Ora (Rodriguez) Schwarzwald (pp. 132–158). Jerusalem: Carmel Press.
Blevins, J. P. (2013). The information-theoretic turn. Psihologija, 46(4), 355–375.
Blevins, J. P. (2014). The morphology of words. In M. Goldrick, V. S. Ferreira, & M. Miozzo (Eds.), The Oxford handbook of language production, Oxford: Oxford University Press.
Blevins, J. P. (2016). Word and paradigm morphology. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199593545.001.0001.
Blevins, J. P., Ackerman, F., Malouf, R., & Ramscar, M. (2016). Morphology as an adaptive discriminative system. In D. Siddiqi & H. Harley (Eds.), Morphological metatheory (pp. 271–301). Amsterdam: John Benjamins Publishing Company.
Blum-Kulka, S., Hamo, M., & Habib, T. (2010). Explanations in naturally occurring peer talk: Conversational emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30(3–4), 440–460.
Boloh, Y., & Ibernon, L. (2013). Natural gender, phonological cues and the default grammatical gender in French children. First Language, 33, 449–468.
Bolozky, S. (1997). Israeli Hebrew phonology. Phonologies of Asia and Africa, 1, 287–311.
Bolozky, S. (1999). Measuring productivity in word formation: The case of Israeli Hebrew. Leiden, The Netherlands: Brill.
Bolozky, S. (2007). Israeli Hebrew morphology. In A. S. Kaye (Ed.), Morphologies of Asia and Africa (including the Caucasus) (pp. 283–308). Eisenbrauns: Winona Lake.
Bolozky, S. (2012). More on linear vs. discontinuous derivation in Israeli Hebrew morphology [in Hebrew]. In M. Muchnik & Tsvi Sadan (Eds.), Studies in modern Hebrew and Jewish languages presented to Ora (Rodrigue) Schwarzwald (pp. 50–59). Jerusalem: Carmel Press.
Bonacich, P. (2007). Some unique properties of eigenvector centrality. Social Networks, 29(4), 555–564.
Boudelaa, S., & Marslen-Wilson, W. D. (2005). Discontinuous morphology in time: Incremental masked priming in Arabic. Language and Cognitive Processes, 20(1–2), 207–260.
Brandes, U., & Erlebach, T. (2005). Network analysis: Methodological foundations. Berlin: Springer.
Bybee, J. L. (1985). Morphology: A study of the relation between meaning and form. Amsterdam: John Benjamins.
Bybee, J. L., & McClelland, J. L. (2005). Alternatives to the combinatorial paradigm of linguistic theory based on domain general principles of human cognition. The Linguistic Review, 22(2–4), 381–410.
Castro, N., & Siew, Cynthia S. Q. (2020). Contributions of modern network science to the cognitive sciences: revisiting research spirals of representation and process. Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences, 476, 20190825.
Clahsen, H., & Fleischhauer, E. (2014). Morphological priming in child German. Journal of Child Language, 41, 1305–1333.
Clark, E. V. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.
Clark, E. V. (2016). First language acquisition (3rd ed.). Cambridge: Cambridge University Press.
Costa, L., da, F., Rodrigues, F. A., Travieso, G., & Villas Boas, Paulino Ribeiro (2007). Characterization of complex networks: A survey of measurements. Advances in Physics, 56(1), 167–242.
Dattner, E., Levie, R., Ravid, D., & Ashkenazi, O. (2021). Patterns of adaptation in child-directed and child speech in the emergence of Hebrew verbs. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.719657.
Daza, A., Wagemakers, A., Georgeot, B., Guéry-Odelin, D., & Sanjuán, M. A. F. (2016). Basin entropy: A new tool to analyze uncertainty in dynamical systems. Scientific Reports, 6(1), 31416. https://doi.org/10.1038/srep31416.
Den Hartigh, R. J. R., Van Dijk, M. W. G., Steenbeek, H. W., & Van Geert, P. L. C. (2016). A dynamic network model to explain the development of excellent human performance. Frontiers in Psychology, 7, 532. https://doi.org/10.3389/fpsyg.2016.00532.
Deutsch, A., & Meir, A. (2011). The role of the root morpheme in mediating word production in Hebrew. Language and Cognitive Processes, 26. https://doi.org/10.1080/01690965.2010.496238.
Deutsch, A., & Kuperman, V. (2019). Formal and semantic effects of morphological families on word recognition in Hebrew. Language, Cognition and Neuroscience, 34(1), 87–100.
Dressler, W. U. (2005). Word-formation in natural morphology. In P. Štekauer & R. Lieber (Eds.), Handbook of word-formation, Dordrecht: Springer Netherlands (pp. 267–284).
Elman, J. L. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48. https://doi.org/10.1016/0010-0277(93)90058-4.
Elman, J. L. (2009). On the meaning of words and dinosaur bones: Lexical knowledge without a lexicon. Cognitive Science, 33(4), 547–582.
Elman, J. L. (2011). Lexical knowledge without a lexicon? Mental Lexicon, 6(1), 1–33.
Estrada, E. (2009). Spectral theory of networks: From biomolecular to ecological systems. In M. Dehmer & F. Emmert-Streib (Eds.), Analysis of complex networks: From biology to Linguistics (pp. 55–84). New York: Wiley.
Foley, W. A. (2007). A typology of information packaging in the clause. In T. Shopen (Ed.), Language typology and syntactic description, vol. II, Clause structure (pp. 362–446). Cambridge: Cambridge University Press.
Forrester, M. A., & Cherrington, S. (2009). The development of other-related conversational skills: A case study of conversational repair during the early years. First Language, 29(2), 166–191.
Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35(5), 310–329.
Frost, R., Deutsch, A., & Forster, K. I. (2000). Decomposing morphologically complex words in a nonlinear morphology. Journal of Experimental Psychology:Learning, Memory, and Cognition, 26. https://doi.org/10.1037/0278-7393.26.3.751.
Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23. https://doi.org/10.1037/0278-7393.23.4.829.
Gillis, S., & Ravid, D. (2006). Typological effects on spelling development: A crosslinguistic study of Hebrew and Dutch. Journal of Child Language, 33(3), 621.
Givón, T. (2005). Context as other minds: The pragmatics of sociality, cognition and communication. Amsterdam: John Benjamins Publishing Company.
Grunwald, T. (2014). Verb root spelling in young readers’ texts: School of Education. Dissertation, Tel Aviv University.
Haspelmath, M. (1990). The grammaticization of passive morphology. Studies in Language, 14(1), 25–72.
Haspelmath, M., & Sims, A. (2010). Understanding morphology. London: Routledge.
Hirsh-Pasek, K., & Golinkoff, R. M. (2006). Action meets the word: How children learn verbs. Oxford/New York: Oxford University Press.
Hutton, J. S., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., DeWitt, T., & Holland, S. K. (2017a). Story time turbocharger? child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories. PLOS ONE, 12(5), e0177398.
Hutton, J. S., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., DeWitt, T., & Holland, S. K. (2017b). Shared reading quality and brain activation during story listening in preschool-age children. The Journal of pediatrics, 191, 204–211.
Hwang, K., Hallquist, M. N., & Luna, B. (2012). The Development of Hub Architecture in the Human Functional Brain Network. Cerebral Cortex, 23(10), 2380–2393. https://doi.org/10.1093/cercor/bhs227.
Ibbotson, P., Salnikov, V., & Walker, R. (2019). A dynamic network analysis of emergent grammar. First Language, 39(6), 652–680.
Kapatsinski, V. (2018). Changing minds changing tools: From learning theory to language acquisition to language change. Cambridge: MIT Press.
Kastner, I. (2019). Templatic morphology as an emergent property. Natural Language & Linguistic Theory, 37(2), 571–619.
Keenan, E. L., & Dryer, M. S. (2007). Passive in the world’s languages. In T. Shopen (Ed.), Language typology and syntactic description, vol. II, Clause structure (pp. 325–361). Cambridge: Cambridge University Press.
Kenett, Y. N., Anaki, D., & Faust, M. (2014). Investigating the structure of semantic networks in low and high creative persons. Frontiers in Human Neuroscience, 8, 407.
Kenett, Y. N., Kenett, D. Y., Ben-Jacob, E., & Faust, M. (2011). Global and local features of semantic networks: Evidence from the Hebrew mental lexicon. PLOS ONE, 6(8), 1–14. https://doi.org/10.1371/journal.pone.0023912.
Kolaczyk, E. D. (2009). Statistical analysis of network data: Methods and models. New York: Springer.
Laks, L. (2018). Verb innovation in Hebrew and Palestinian Arabic: The interaction of morpho-phonological and thematic-semantic criteria. Brill’s Journal of Afroasiatic Languages and Linguistics, 10(2), 238–284.
Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104(2), 211.
Levie, R., Ashkenazi, O., Eitan Stanzas, S., Zwilling, R. C., Raz, E., Hershkovitz, L., & Ravid, D. (2020). The route to the derivational verb family in Hebrew: A psycholinguistic study of acquisition and development. Morphology, 30(1), 1–60.
Levie, R., Ben-Zvi, G., & Ravid, D. (2017). Morpho-lexical development in language impaired and typically developing Hebrew-speaking children from two SES backgrounds. Reading and Writing, 30(5), 1035–1064.
Levie, R., Dattner, E., Zwilling, R., Rosenstein, H., Eitan, S., & Ravid, D. (2019). Complexity and density of Hebrew verbs in preschool peer talk: The effect of SES background. The Mental Lexicon, 14(2), 235–271.
Lignos, C., & Yang, C. (2016). Morphology and language acquisition. In A. Hippisley & G. Stump (Eds.), The Cambridge handbook of morphology (pp. 765–791). Cambridge, UK: Cambridge University Press.
Lohmann, G., Margulies, D. S., Horstmann, A., Pleger, B., Lepsien, J., Goldhahn, D., Schloegl, H., Stumvoll, M., Villringer, A., & Turner, R. (2010). Eigenvector centrality mapping for analyzing connectivity patterns in fMRI data of the human brain. PLOS ONE, 5(4), 1–8.
Lõo, K., Järvikivi, J., Tomaschek, F., Tucker, B. V., & Baayen, R. H. (2018). Production of Estonian case-inflected nouns shows whole-word frequency and paradigmatic effects. Morphology, 28(1), 71–97.
Luraghi, S., Inglese, G., & Kölligan, D. (2021). The passive voice in ancient Indo-European languages: inflection, derivation, periphrastic verb forms. Folia Linguistica, 55(s42–s2), 339–391.
Lustigman, L. (2013). Developing structural specificification: Productivity in early Hebrew verb usage. First Language, 33, 47–67.
Marcus, G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., & Xu, F. (1992). Over-regularization in language acquisition. Monographs of the Society for Research in Child Development, 57, 1–182.
Marslen-Wilson, W. D. (2007). Morphological processes in language comprehension. In G. M. Gaskell (Ed.), Oxford handbook of psycholinguistics (pp. 175–193). Oxford: Oxford University Press.
McCarthy, J. J. (1981). A prosodic theory of nonconcatenative morphology. Linguistic Inquiry, 12.
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51.
Merriman, W. E., & Tomasello, M. (2014). Introduction: Verbs are words too. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children’s acquisition of verbs (pp. 1–18). NY: Psychology Press.
Oldham, S., & Fornito, A. (2019). The development of brain network hubs. Developmental Cognitive Neuroscience, 36, 100607. https://doi.org/10.1016/j.dcn.2018.12.005, https://www.sciencedirect.com/science/article/pii/S1878929318301397.
Oldham, S., Fulcher, B., Parkes, L., Arnatkeviciute, A., Suo, C., & Fornito, A. (2019). Consistency and differences between centrality measures across distinct classes of networks. PLOS ONE, 14(7), 1–23.
Paterson, K. B., Alcock, A., & Liversedge, S. P. (2011). Morphological priming during reading: Evidence from eye movements. Language and Cognitive Processes, 26(4–6), 600–623.
Peleg, O. (2013). Infant directed speech across the first year of life. Tel Aviv University dissertation.
Pesantez-Cabrera, P., & Kalyanaraman, A. (2016). Detecting communities in biological bipartite networks. In Proceedings of the 7th ACM international conference on bioinformatics, computational biology, and health informatics (pp. 98–107).
Peter, M., Chang, F., Pine, J. M., Blything, R., & Caroline, F. R. (2015). When and how do children develop knowledge of verb argument structure? evidence from verb bias effects in a structural priming task. Journal of Memory and Language, 81, 1–15.
Plag, I. (2006). Productivity. In B. Aarts & A. McMahon (Eds.), The handbook of English linguistics (pp. 537–556). New York: Wiley.
Plag, I., & Baayen, H. (2009). Suffix ordering and morphological processing. Language, 109–152.
Plag, I., Dalton-Puffer, C., & Baayen, H. (1999). Morphological productivity across speech and writing. English Language & Linguistics, 3(2), 209–228.
Moscoso del Prado Martín, F., Deutsch, A., Frost, R., Schreuder, R., De Jong, N. H., & Baayen, R. H. (2005). Changing places: A cross-language perspective on frequency and family size in Dutch and Hebrew. Journal of Memory and Language, 53(4), 496–512.
Moscoso del Prado Martín, F., Kostić, A., & Baayen, R. H. (2004). Putting the bits together: An information theoretical perspective on morphological processing. Cognition, 94(1), 1–18. https://doi.org/10.1016/j.cognition.2003.10.015.
Ravid, D. (1995). Language change in child and adult Hebrew: A psycholinguistic perspective. Oxford: Oxford University Press.
Ravid, D. (2003). A developmental perspective on root perception in Hebrew and Palestinian Arabic. In Y. Shimron (Ed.), Language processing and acquisition in languages of Semitic, root-based morphology (pp. 293–319). Amsterdam, The Netherlands: John Benjamins.
Ravid, D. (2006). Word-level morphology: A psycholinguistic perspective on linear formation in Hebrew nominals. Morphology, 16(1), 127–148.
Ravid, D. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling. New York: Springer.
Ravid, D. (2019). First-language acquisition of morphology. In Oxford research encyclopedia of linguistics.
Ravid, D. (2020). Derivation. In R. A. Berman (Ed.), Usage-based studies in Modern Hebrew: Background, morpho-lexicon, and syntax (pp. 203–265). Amsterdam: Benjamins.
Ravid, D., Ashkenazi, O., Levie, R., Ben-Zadok, G., Grunwald, T., & Gillis, S. (2016). Foundations of the early root category: Analyses of linguistic input to Hebrew speaking children. In R. A. Berman (Ed.), Acquisition and development of Hebrew: From infancy to adolescence (pp. 95–134). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/tilar.19.04rav.
Ravid, D., & Bar-On, A. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors. Reading and Writing, 18(3), 231–256.
Ravid, D., & Schiff, R. (2006). Morphological abilities in Hebrew-speaking gradeschoolers from two socioeconomic backgrounds: An analogy task. First Language, 26(4), 381–402.
Ravid, D., & Vered, L. (2017). Hebrew verbal passives in later language development: The interface of register and verb morphology. Journal of Child Language, 44.
Rispoli, M. (2014). Missing arguments and the acquisition of predicate meanings. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children’s acquisition of verbs (pp. 331–352). NY: Psychology Press.
Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383–403.
Schiff, R., & Ravid, D. (2007). Morphological analogies in Hebrew-speaking university students with dyslexia compared with typically developing gradeschoolers. Journal of Psycholinguistic Research, 36(3), 237–253.
Schipke, C. S., & Kauschke, C. (2011). Early word formation in German language acquisition: A study on word formation growth during the second and third years. First Language, 31, 67–82.
Schuele, C. M. (2010). The many things language sample analysis has taught me. Perspectives on Language Learning and Education, 17(1), 32–37.
Schwarzwald, O. R. (1981). Grammar and reality in the Hebrew verb. Ramat Gan: Bar Ilan University Press.
Schwarzwald, O. R. (1996). Syllable Structure, alternations and verb complexity: The Modern Hebrew verb patterns reexamined. Israel Oriental Studies, 16, 99–112.
Schwarzwald, O. R. (2000). Verbal roots and their links to nouns. In O. Rodrigue Schwarzwald, S. Blum-Kulka, & E. Olshtain (Eds.), Studies in the media, linguistics and language teaching - Raphael Nir Jubilee Book (pp. 426–438). Jerusalem: Carmel Press.
Schwarzwald, O. R. (2002). Modern Hebrew morphology. Tel Aviv: Open University.
Schwarzwald, O. R. (2006). From discontinuous to linear word formation in Modern Hebrew. SKASE Journal of Theoretical Linguistics, 3(3), W1–11.
Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27–44.
Siew, C. S. Q., & Vitevitch, M. S. (2020). An investigation of network growth principles in the phonological language network. Journal of Experimental Psychology: General, 149(12), 2376–2394. https://doi.org/10.1037/xge0000876.
Siew, C. S. Q., Wulff, D. U., Beckage, N. M., Kenett, Y. N., & Meštrović, A. (2019). Cognitive network science: A review of research on cognition through the lens of network representations, processes, and dynamics. Complexity, 2019, 1–24. https://doi.org/10.1155/2019/2108423.
Sivan, R. (1976). On the foundations of present-day Hebrew. Tel Aviv: Rubinshtein.
Smiley, P., & Huttenlocher, J. (1995). Conceptual development and the child’s early words for events, objects, and persons. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children’s acquisition of verbs (pp. 21–62). Hillsdale, NJ: Lawrence Erlbaum Associates.
Smith, N. R., Zivich, P. N., Frerichs, L. M., Moody, J., & Aiello, A. E. (2020). A guide for choosing community detection algorithms in social network studies: The question alignment approach. American Journal of Preventive Medicine, 59(4), 597–605.
Spivey, M. (2008). The continuity of mind. Oxford: Oxford University Press.
Sporns, O. (2002). Network analysis, complexity, and brain function. Complexity, 8(1), 56–60.
Stella, M., Beckage, N. M., & Brede, M. (2017). Multiplex lexical networks reveal patterns in early word acquisition in children. Scientific Reports, 7(1), 46730. https://doi.org/10.1038/srep46730.
Steyvers, M., & Tenenbaum, J. B. (2005). The large-scale structure of semantic networks: Statistical analyses and a model of semantic growth. Cognitive Science, 29(1), 41–78.
Tatsumi, T., & Pine, J. M. (2016). Comparing generativist and constructivist accounts of the use of the past tense form in early child Japanese. Journal of Child Language, 43, 1365–1384.
Timberlake, A. (2007). Aspect, tense, mood. In T. Shopen (Ed.), Language typology and syntactic description (Vol. 3, pp. 280–333). Cambridge: Cambridge University Press.
Tomaschek, F., Plag, I., Ernestus, M., & Baayen, R. H. (2021). Phonetic effects of morphology and context: Modeling the duration of word-final s in English with naïve discriminative learning. Journal of Linguistics, 57(1), 123–161.
Toyota, J. (2008). Diachronic change in the English passive. Berlin: Springer.
Vainio, S., Pajunen, A., & Häikiö, T. (2018). Acquisition of Finnish derivational morphology: School-age children and young adults. First Language, 39, 139–157.
Velan, H., Frost, R., Deutsch, A., & Plaut, D. C. (2005). The processing of root morphemes in Hebrew: Contrasting localist and distributed accounts. Language and Cognitive Processes, 20(1–2), 169–206.
Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815478.
Wonnacott, E., Newport, E. L., & Tanenhaus, M. K. (2008). Acquiring and processing verb argument structure: Distributional learning in a miniature language. Cognitive psychology, 56(3), 165–209.
Zwiling, R. (2009). Noun plurals in children’s peer talk 2-8 years. Tel Aviv University MA dissertation.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Dattner, E., Ashkenazi, O., Ravid, D. et al. Explaining dynamic morphological patterns in acquisition using Network Analysis. Morphology 33, 511–556 (2023). https://doi.org/10.1007/s11525-022-09394-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11525-022-09394-0