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Children learn how to learn language, and they get better as they go along. This article presents an overview of research inspired by a dynamic systems view of language learning that shows it to be a self-organizing process in which children create the units they need from the regularities present in the environment in which they are situated. . . . the child knows vastly more than experience has provided. That is true even of simple words. The words are understood in delicate and intricatedoi:10.1515/ling.2009.016 fatcat:omjrp477wfc55bahuf22yib3sa