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The process of child growth and development encounters many challenges including those of grammar and the use of grammar. Naturally, children own all pertinent linguistic knowledge, which help them in comprehension. However, due to cognitive limitations, experts have found out that children have difficulties in applying linguistic knowledge.
Many at times, children show their capabilities in handling tasks that only adults can do an indication that they possess the relevant knowledge of grammar. On the contrary, the absence of adult-like recital in comprehension explains the lack of adequate cognitive resources in children, which are imperative in executing computations hence, leading to comprehension.
Some researchers have come out to explain this phenomenon through theories. For instance, Tanya Reinhart chose the pragmatic account of the Delay B Effect as the basis of her work. With time, she managed to explain the reasons behind delayed comprehension.
In her work, Reinhart notes that grammar spawns two dissimilar derivations. For instance, in order to construct a sentence that contains a pronoun, listeners must distinguish the two derivations jointly with their consequent interpretationsof course through an operationreference-set computation.
Ironically, here we must be careful, as operation is not one of the elements of grammar, but it is paramount in other areas of grammar. For instance, a combination of operation and cognitive systems is significant at the grammar border. This implies that, children can have inadequate memory capacity to distinguish events and whenever such cases arise, speculation takes centre stage.
Research shows that contrastive stress is among the factors that cause comprehension delays in children. Other setbacks behind such delays include quantifier scope and scalar implicatures. Moreover, the above concept also explains the reason for such delays and any other comprehension delays.
Reinhart asserts that in matters production, delay is not prevalent. Supposedly, this is because the reference-set computation performs a difference role in production dissimilar to that in comprehension.
One advantage of grammar is that it allows supplementary procedures for example, quantifier rising, coreference and stress shift. However, according to Reinhart, these procedures are superfluous since they hold no grammar perspective, although only from the viewpoint of the language use.
Nonetheless, sometimes grammar can generate multiple derivations in just a single sentence and lead to multiple comprehensions, forcing the hearer to compare various messages. On the contrary, in production, the scenario is different as the speaker is well aware of meanings of the spoken words.
Thus, according to Reinhart, language is asymmetric. That is, the reference-set computation is only relevant in comprehension but not in production. So far, there are few studies, which explain the correlation between marked stress, comprehension boo-boos, and cognitive restrictions in children.
Luckily, there is no much contention with the assumption that young children possess a lower working memory as compared to the older ones. Nevertheless, this is not an adequate assumption to conclude that cognitive limitations cause errors in comprehension.
In order to reach a conclusion like this, we must first examine the working memory of young and older children by analyzing their understanding of object pronouns, quantifier scope and marked stress. Additionally, we must also account how reference-set computations influence the working memory of children.
Notably, it is easier to identify comprehension errors in some restricted areas of language especially in situations where coreference is dominant. At the same time, the accurate recital in production depends on the structuring of the language system.
Nevertheless, Reinharts account has some weaknesses in that, it only explains comprehension delays at the interfaces and assumes the rest. In other words, Reinhart assumes that there are no other asymmetries cropping up from other locales of language.
Other asymmetries that fall outside Reinharts account such as SVO order, which fall between production and comprehension remain unobserved, and experts are yet to establish whether they form part of the experimental artifacts.
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