Answer Happy

Using two different speakers, a researcher plays infants a combination of real words in English that they've already heard, as well as "part-words" assembled out of other English syllables. According to the results of Saffran et al (1996), which stimuli should cause infants to look longer at a particular speaker, and why? Infants should look longer at real words, because the transition probabilities between their syllables are lower. Infants should look longer at "part-words", because the transition probabilities between their syllables are lower. Infants should look longer at "part-words", because the transition probabilities between their syllables are higher. Infants should look longer at real words, because the transition probabilities between their syllables are higher.
The "poverty of the stimulus" argument makes at least one specific empirical claim. What is this claim? (Note: an empirical claim is distinct from a theoretical premise or conclusion--it means something that can be tested and falsified with real-world data.) Children rely on domain-general statistical learning rules to acquire linguistic knowledge. Children learn things for which there is no direct evidence in their linguistic input. Children rely on embodied experience to map new words to sensorimotor representations. Children are born with innate linguistic knowledge.