Learning to establish joint reference is an important milestone of communicative and linguistic development. Pointing is one of the first entry points into this process, since gestures often precede verbal communication. During early development, as well as later language use, pointing and linguistic utterances interact in many ways, complementing each other. However, little is known about the development of this relationship during development. In this paper, we focus on the development of the co-occurrence of finger pointing and accompanying utterances in two different cultures: Russia and Chintang (Sino-Tibetan, Eastern Nepal). We show that despite the differences in environment, the development of finger pointing and accompanying language use show substantial similarities. Early on, a larger proportion of points is not accompanied by language. As the children's linguistic abilities develop, children first use language to specify what is being pointed at, and later elaborate on some aspect of the referent.

How Do Children Combine Pointing and Language in the Earliest Stages of Development? A Case Study of Russian and Chintang

Frequency of occurrence in the input is a main factor determining the ease of acquisition in first language learners. However, little is known about the factors relevant for the acquisition of low-frequency items. We examine the use of aspectual markers in a longitudinal corpus of Chintang (Sino-Tibetan, Nepal) children (ages 2;1-4;5). Only 7.7% of all Chintang verbs are overtly marked for aspect. Chintang has three aspect markers, one of which is substantially more frequent than the others. One of the low-frequency markers is positionally and prosodically more salient, appearing at the word-boundary. 
Using a Bayesian beta-binomial model, we assess the distribution and flexibility of use of aspectual markers in the input and children's production. Our analysis shows that the most frequent marker was acquired earliest, as predicted. For the low-frequency markers, position, segmentability and uniformity are better predictors of ease of acquisition.

Frequency vs. Salience in First Language Acquisition: The Acquisition of Aspect Marking in Chintang

FT36: Language Acquisition 1

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IP27: Language development 2

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How Do Children Combine Pointing and Language in the Earliest Stages of Development? A Case Study of Russian and Chintang

Frequency vs. Salience in First Language Acquisition: The Acquisition of Aspect Marking in Chintang

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