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In page Poverty of the stimulus:

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Another approach has been to argue that non-linguistic meaning is structured in ways that can support the learning of appropriate grammatical generalizations. This approach has been implemented in a connectionist model of language acquisition/sentence production, where the message contributes to the learning of the English auxiliary inversion rule for complex polar questions [3]. The model also generates double auxiliary errors that children produce and which are hard to explain based on nativist theories [4].