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The articles in this special issue explore how the acquisition of linguistic constructions as form-function mappings is affected by the distribution and saliency of forms in oral input, by their functional interpretations, and by the reliabilities of their form-function mappings. They consider the psycholinguistics of language learning following general cognitive principles of category learning, with schematic constructions emerging from usage. They analyze how learning is driven by thedoi:10.1111/j.1540-4781.2009.00893.x fatcat:i3ardhcnqvbh5i6sxkfek76vbe