Abstract

Syntactic priming effects are argued to reflect the mechanisms that underlie language acquisition. This chapter explores the predictions of key models for such learning via syntactic priming and discusses the extent to which behavioural evidence is consistent with these predictions. Specifically, the chapter examines whether the timecourse of priming effects in research with children reflects lasting effects of syntactic experiences, and what between-group and between-individual variation in priming effects, predicted by the error-based nature of the learning mechanism, might be expected. The chapter also considers whether learning via priming might be located in comprehension and – or production processes. The chapter finishes by making recommendations for how future research may build on existing findings to further test these models, including discussing methodological implications.