Children become better at taking the perspective of their partner, especially a partner who adjusts his or her communication to the child's level and observes the child closely to assess his or her comprehension.
( Children ( ( ( become better ) ( at ( taking ( ( the perspective ) ( of ( ( ( their partner ) , ) ( ( especially ( a partner ) ) ( who ( ( ( ( adjusts ( ( ( his or ) her ) communication ) ) ( to ( ( the ( child 's ) ) level ) ) ) and ) ( observes ( ( the child ) ( closely ( to ( assess ( ( ( his or ) her ) comprehension ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )
(ROOT (S (NP (NNP Children)) (VP (VBP become) (ADVP (RBR better)) (PP (IN at) (S (VP (VBG taking) (NP (NP (DT the) (NN perspective)) (PP (IN of) (NP (NP (PRP$ their) (NN partner)) (, ,) (NP (NP (RB especially) (DT a) (NN partner)) (SBAR (WHNP (WP who)) (S (VP (VP (VBZ adjusts) (NP (ADJP (PRP$ his) (CC or) (PRP$ her)) (NN communication)) (PP (TO to) (NP (NP (DT the) (NN child) (POS 's)) (NN level)))) (CC and) (VP (VBZ observes) (S (NP (DT the) (NN child)) (ADVP (RB closely)) (VP (TO to) (VP (VB assess) (NP (ADJP (PRP$ his) (CC or) (PRP$ her)) (NN comprehension))))))))))))))))) (. .)))
Children do not form bonds.
( Children ( ( ( do not ) ( form bonds ) ) . ) )
(ROOT (S (NP (NNP Children)) (VP (VBP do) (RB not) (VP (VB form) (NP (NNS bonds)))) (. .)))