Children's differing learning trajectories cross-linguistically have been at the forefront of gender acquisition research, often with conflicting results and conclusions. As a result, the source of children's different learning behaviors in gender acquisition has been unclear. I argue that children's gender acquisition is driven by the search for productive patterns. First, I provide corpus studies where the predictions of a learning model (Yang, 2016) are formulated. Second, I report the results of an elicited production task on Icelandic-speaking children (N = 26, ages 2;6-6;3 years) and adults (N = 18) that puts these predictions to test. The results suggest that Icelandic-speaking children and adults draw a categorical distinction between productive and unproductive suffixes in Icelandic gender assignment. I discuss the implications of these findings for morphological learning beyond gender acquisition.

中文翻译：

---

生产力和性别的获得

儿童不同的跨语言学习轨迹一直处于性别习得研究的前沿，但结果和结论往往相互矛盾。因此，儿童在性别习得中的不同学习行为的来源一直不清楚。我认为儿童的性别习得是由对生产模式的探索所驱动的。首先，我提供了语料库研究，其中制定了学习模型（Yang，2016）的预测。其次，我报告了一项针对说冰岛语的儿童（N = 26，年龄 2；6-6；3 岁）和成人（N = 18）的诱导生产任务的结果，以检验这些预测。结果表明，在冰岛语性别分配中，说冰岛语的儿童和成人对生产性和非生产性后缀进行了分类区分。