Children add more information to their utterances by packing more material into a single clause. They can specify roles, modify nouns with adjectives and verbs with added locatives and adverbs. They can add demonstratives (those) and quantifiers (many) to nouns, and make clearer what they are referring to. Young children’s early constructions tend to mirror parental usage, just as their lexical choices do. They follow preferred argument structure and place given information in the Agent slot of transitive verbs, and keep the Object slot of transitives and the Subject slot of intransitives for new information. They may omit given information at this stage and only later add the relevant pronoun subjects. In both questions and negations, they take time to master the use of auxiliary verbs and rely on fixed “frames” for some time as they learn the meaning of each wh- question word. Children also take time in learning how different perspectives can be marked within the clause, with choices of causative, location, or voice alternations. Here children must learn the options verb by verb.

This chapter examines typical uses of referring expressions in spontaneous discourse by building on the concept of context of situation and considering how parameters of register establish a framework for reference variation. We formulate a way to capture distinctions between what we can claim about typical referring expressions which approximate spontaneous production as compared to typical referring expressions when more planning and revising are involved. Focussing specifically on mode of production, our account of spontaneous reference is first situated by contextual parameters, and then described using evidence from examples attested in spontaneous discourse. This spontaneous vs planned distinction is useful for the study of reference, but we argue against a strict division. Typical reference in spontaneous discourse is shown to rely on highly accessible and in focus referents, which makes it easier for acts of reference to be successful and which reduces the cognitive load of the speaker and addressee.