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Children approach language by learning parts and constructing wholes. But they can also first learn wholes and then discover parts. We demonstrate this understudied yet impactful process in children creating language without input. Whole-to-part learning thus need not be driven by hard-to-segment input and is a bias that children bring to language.

儿童通过学习部分内容并构建整体来学习语言。但他们也可以先学习整体，然后再发现部分。我们在儿童在无输入情况下创造语言的过程中展示了这一尚未得到充分研究但颇具影响力的过程。因此，从整体到部分的学习不一定由难以分割的输入驱动，而是儿童在语言学习中所具有的一种倾向。