Yet the Chomskyan interpretation of the children’s behavior is not the only possibility. Memory, attention and social abilities may not mask the true status of grammar; rather they may well be integral to building a language in the first place.
For example, a recent study co-authored by one of us (Ibbotson) showed that children’s ability to produce a correct irregular past tense verb — such as “Every day I fly, yesterday I flew” (not “flyed”) — was associated with their ability to inhibit a tempting response that was unrelated to grammar. (For example, to say the word “moon” while looking at a picture of the sun.) Rather than memory, mental analogies, attention and reasoning about social situations getting in the way of children expressing the pure grammar of Chomskyan linguistics, those mental faculties may explain why language develops as it does.