Linguistic Development Research Paper Page 25
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3710 THE INTUITIVE LINGUISTIC PERIOD
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Stage 1 No . . . wipe finger
Stage 2 I can’t catch you
Stage 3 we can’t make another b-
No a boy bed
I can’t see you
room
no singing song
we can’t talk
I don’t want cover on it
no the sun shining
you can’t dance
I gave him some so he wont
no money
I don’t want it
cry
no sit there
I don’t like him
no, I don’t have a book
no play that
no pinch me
I am not a doctor
no fall!
book say no
it’s not cold
not . . . fit
touch the snow no
don’t put the two wings on
not a Teddy bear
this a radiator no
I didn’t did it
more . . . no
no square . . . is clown
you didn’t caught me
wear mitten no.
don’t bite me yet
I not hurt him
don’t leave me
ask me if I not made mis-
don’t wake me up . . . again
take
he not little, he big
because I don’t want some-
that no fish school
body to wake me up
that no mommy
I didn’t see something
there no squirrels
I isn’t . . . I not sad
he no bite you
this not ice cream
I no want envelope
this no good
I no taste them
I not crying
that not turning
he not taking the walls
down.
Table 8: Examples of negative sentences showing the three developmental stages of
negative sentences. By Ursula Bellugi and Edward S. Klima. They observed that in
the first stage almost all negative sentences appear to be formulated according to the
rule: Attach “not” or “no” to the beginning of the sentence to make it negative. In the
second stage additional rules are postulated that allow the formation of sentences in
which “no”, “not”, “can’t” and “don’t” appear after the subject and before the verb.
In the third stage several issues remain to be worked out, in particular the agreement
of pronouns in negative sentences (third part), the inclusion of the forms of the verb
“to be” (bottom part) and the correct use of the auxiliary “do” (second part). In adult
speech the auxiliary “do” often carries tense and other functional markings such as the
negative; children in the third stage may replace it by “not” or use it redundantly to
mark the tense that is already marked in the main verb.
becomes more complex at that stage because the child has started to appreciate relational contrasts
such as big/little, tall/short, in/on, before/after, here/there and I/you.
naturally the application of such relations follows a very similar path to that of the application
of the transformational rules or the semantic morphemes. If a child learns that there is a certain
characteristic such as height is normally associated with size then the child will initially overextend
such a characteristic so that short and fat blocks are deemed smaller than tall thin blocks even if
they are heavier and have more volume.
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The Intuitive Linguistic Period
Although most of the language has been learned in the period up to age 5 there are still many
linguistic skills to be learnt in the years from 6 to 14. Children will be using larger words and longer
and more complex sentences. They will also develop the capacity to think about language itself in
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