Overregularization is a phenomenon observed in young children as they learn a language. It involves the use of a regular or overgeneralized form of a word or grammatical rule that does not reflect the actual usage in a language (Hirsh-Pasek & Golinkoff, 1996). For example, a child may use the regular suffix -ed to create past tense forms, such as “goed” or “eated,” rather than the correct forms of “went” or “ate.”
The cause of overregularization is not completely understood, but research suggests that it may be due to a combination of factors, such as the child’s developing cognitive abilities, linguistic environment, and the nature of language itself (Clark & Hecht, 2015). Cognitively, overregularization can be seen as a result of the child’s limited attentional focus and their tendency to use existing knowledge and skills to make new linguistic forms (Hirsh-Pasek & Golinkoff, 1996). In terms of environment, children may be exposed to more regular forms of language than the actual usage, due to adults overgeneralizing or simplifying language when speaking to young children (Clark & Hecht, 2015). Lastly, language itself may promote overregularization, as it is a rule-based system with many regular patterns (Hirsh-Pasek & Golinkoff, 1996).
Overregularization is a common occurrence during language development, and is often seen as a sign of progress (Hirsh-Pasek & Golinkoff, 1996). However, it is important to note that overregularization can lead to errors in language use, and so it is beneficial for children to be exposed to accurate language models in order to learn the correct forms (Clark & Hecht, 2015).
References
Clark, E. V., & Hecht, B. A. (2015). The language environment of toddlers: Influences on language development. Language Learning & Development, 11(3), 248-265. doi:10.1080/15475441.2014.965279
Hirsh-Pasek, K., & Golinkoff, R. M. (1996). The origins of grammar: Evidence from early language comprehension. Cambridge, MA: MIT Press.