Class20 language development
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The document discusses different theories about language acquisition and the modularity of the mind. It compares Piaget's view that language develops through constructive stages to Chomsky's view that humans have an innate Universal Grammar. It also covers Fodor's Modularity Theory, which argues the mind is made up of specialized domain-specific modules rather than being domain-general. Finally, it provides an overview of Chomsky's view that the Faculty of Language in the mind, including the Universal Grammar and linguistic competence, are modular and allow children to acquire language during a critical period in development.
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FLA
This document discusses three major theories of first language acquisition:
1. The behaviorist perspective asserts that children imitate the language they hear and receive positive reinforcement, leading to language habits. Behaviorists like Skinner believed environment fully shapes language.
2. The innatist/nativist view is that humans possess an innate language acquisition device enabling discovery of universal grammar principles. Chomsky argued biology programs children for language.
3. The interactionist/developmental perspective is that both nature and nurture contribute to language acquisition through social interaction. Piaget saw language representing cognitive development while Vygotsky emphasized scaffolding through social interaction aids higher thinking.
First language acquisition
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Chapter3 Eex502
This document discusses the physiological, cognitive, and social bases of language development as well as several models of language acquisition. Physiologically, speech production relies on respiration, phonation, resonation, and articulation supported by structures in the brain. Cognitively, language influences thought and depends on cognitive maturation. Socially, language develops through interaction and socialization with parents and caregivers. Models of language acquisition examined include the behavioral, psycholinguistic, semantic-cognitive, and pragmatic-interactionist models which explore the roles of environment, inheritance, cognition, and communication respectively. While a single model may not fully explain language development, studying these areas has guided the development of language intervention.
Stages of children development and the related theories
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
Factors influencing
1. The success of second language acquisition varies based on a number of factors including age, neurological development, cognitive abilities, personality, psychological states, and socio-cultural influences.
2. Age affects the rate of learning, with children and adolescents typically achieving more rapidly than adults, though all learners go through the same stages of grammar, pronunciation, and vocabulary acquisition.
3. Both neurological development and critical periods of brain lateralization influence the ease of learning different aspects of language such as pronunciation and syntax.
Comparing and contrasting first and second language acquisition
This document discusses comparing and contrasting first and second language acquisition. It begins by outlining types of comparisons that can be made, including comparing first and second language acquisition in children, second language acquisition in children and adults, and first language acquisition in children and second language acquisition in adults. The document then discusses considerations for these comparisons, including the critical period hypothesis, neurological considerations, psychomotor considerations, cognitive considerations, and affective considerations. It aims to analyze differences and draw insights from systematic study of first language learning to help understand challenges with second language learning.
Comparing and contrasting first and second language acquisition john
This document compares and contrasts first and second language acquisition. It discusses key differences between learning a first language and learning additional languages. Some of the main differences covered include: children generally achieve mastery of their first language, while complete success in a second language is rare for adults; variation in success and learning routes is greater for second languages; and affective factors like anxiety play a larger role in second language learning compared to first language acquisition. The critical period hypothesis is also mentioned, which proposes there is an optimal biological period for acquiring a first language that is not present for second language learning.
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
Recommended
FLA
This document discusses three major theories of first language acquisition:
1. The behaviorist perspective asserts that children imitate the language they hear and receive positive reinforcement, leading to language habits. Behaviorists like Skinner believed environment fully shapes language.
2. The innatist/nativist view is that humans possess an innate language acquisition device enabling discovery of universal grammar principles. Chomsky argued biology programs children for language.
3. The interactionist/developmental perspective is that both nature and nurture contribute to language acquisition through social interaction. Piaget saw language representing cognitive development while Vygotsky emphasized scaffolding through social interaction aids higher thinking.
First language acquisition
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Chapter3 Eex502
This document discusses the physiological, cognitive, and social bases of language development as well as several models of language acquisition. Physiologically, speech production relies on respiration, phonation, resonation, and articulation supported by structures in the brain. Cognitively, language influences thought and depends on cognitive maturation. Socially, language develops through interaction and socialization with parents and caregivers. Models of language acquisition examined include the behavioral, psycholinguistic, semantic-cognitive, and pragmatic-interactionist models which explore the roles of environment, inheritance, cognition, and communication respectively. While a single model may not fully explain language development, studying these areas has guided the development of language intervention.
Stages of children development and the related theories
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
Factors influencing
1. The success of second language acquisition varies based on a number of factors including age, neurological development, cognitive abilities, personality, psychological states, and socio-cultural influences.
2. Age affects the rate of learning, with children and adolescents typically achieving more rapidly than adults, though all learners go through the same stages of grammar, pronunciation, and vocabulary acquisition.
3. Both neurological development and critical periods of brain lateralization influence the ease of learning different aspects of language such as pronunciation and syntax.
Comparing and contrasting first and second language acquisition
This document discusses comparing and contrasting first and second language acquisition. It begins by outlining types of comparisons that can be made, including comparing first and second language acquisition in children, second language acquisition in children and adults, and first language acquisition in children and second language acquisition in adults. The document then discusses considerations for these comparisons, including the critical period hypothesis, neurological considerations, psychomotor considerations, cognitive considerations, and affective considerations. It aims to analyze differences and draw insights from systematic study of first language learning to help understand challenges with second language learning.
Comparing and contrasting first and second language acquisition john
This document compares and contrasts first and second language acquisition. It discusses key differences between learning a first language and learning additional languages. Some of the main differences covered include: children generally achieve mastery of their first language, while complete success in a second language is rare for adults; variation in success and learning routes is greater for second languages; and affective factors like anxiety play a larger role in second language learning compared to first language acquisition. The critical period hypothesis is also mentioned, which proposes there is an optimal biological period for acquiring a first language that is not present for second language learning.
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
Class20 - Language Acquisition
The document discusses language acquisition and the debate between nature vs nurture. It presents Chomsky's theory of Universal Grammar, which argues that humans are born with an innate, biologically-based capacity for language acquisition. According to Chomsky, the linguistic stimuli children receive are too impoverished to account for their language development, suggesting an inborn linguistic organ or "faculty of language." This faculty includes principles that are universal across languages and parameters that vary between languages, which children set during acquisition. The document also discusses Piaget's cognitive theory of language learning versus Fodor's modularity theory and domain specificity.
D12 Child
The document discusses child language development and disorders. It covers topics like:
- Language milestones from birth to adolescence
- Evidence that the left hemisphere becomes specialized for language between ages 3-10
- Effects of left hemisphere brain injuries at different ages
- Genetic factors in language development and specific language impairment
- Theories of language evolution in humans and other primates
First language acquisition (interactionism)
This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.
ELT Methodology Differences bet l1 and l2
The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their first language.
Significance of accent
This document discusses various factors that affect second language acquisition, specifically as it relates to accent. It presents different perspectives on the critical period hypothesis and whether a native accent can only be acquired during a critical period in childhood. Some key points discussed include:
- There is a debate around whether a native accent can be acquired at any time or only early in life.
- Research is divided between those who believe accent acquisition can only occur during a critical period in childhood, and those who reject this view.
- Supporters of the critical period hypothesis argue learners must be exposed to the native accent before age 12 to acquire it, while opponents cite evidence that older learners can attain a native-like accent.
My critical period hypothesis (cph)
The document discusses the critical period hypothesis in second language acquisition. The critical period hypothesis proposes that there is an ideal time period in a person's life for acquiring language skills, and that after a certain age it becomes much more difficult to acquire a new language. The document outlines the historical background of the hypothesis, provides examples of studies that both support and contradict it, and discusses ongoing debates around its claims. It ultimately concludes that while early language acquisition may confer some advantages, there is not enough evidence currently to say whether there truly is a critical period for second language learning.
Language acquisition
Children acquire most aspects of their native language's intricate system by age 5 without being taught formal grammar rules. They learn through innate capacities and mechanisms like analogy, by constructing their own grammar rules and sometimes overgeneralizing them. Key stages of language acquisition include babbling, first words, combining words into sentences, figuring out sounds and how they are used, learning word meanings intuitively by connecting words with objects, and acquiring morphological and syntactic rules at an early age through creative processes rather than imitation alone.
Developmental
The capacity to acquire and use language is a key aspect that distinguishes humans from other beings.
Class6 - How Do We Acquire Language?
The document discusses Noam Chomsky's theory of Universal Grammar and the innateness of language. It argues that children cannot learn language from environmental stimuli alone, as the stimuli are too impoverished. Rather, children must be born with an innate, biological capacity to acquire language - an innate "language organ" called Universal Grammar. Universal Grammar consists of universal principles that are shared by all languages, as well as parameters that vary between languages and are set during language acquisition. Chomsky's theory challenged behaviorist views of language learning and emphasized that language is a uniquely human cognitive capacity.
Learning To Language Learning
The document discusses several topics related to language learning:
- It distinguishes between language acquisition, which is unconscious and incidental, versus learning, which involves formal study.
- It describes differences in acquiring a first language versus a second/foreign language, noting factors like age of exposure, motivation, and reliance on the first language.
- It discusses debates around whether younger learners have advantages in acquiring a new language compared to older learners.
- It examines contrastive analysis and the contrastive analysis hypothesis regarding how the differences and similarities between a learner's first and second languages influence the learning process.
Hallmark of language development
This document discusses the development of language in children from birth through early word acquisition. It covers:
- How infants begin communicating nonverbally through gestures and vocalizations like cooing and babbling before learning words.
- The earliest receptive language skills in infants include speech perception and recognition of sounds and words in speech by 2 months of age.
- Productive language emerges through babbling, which resembles early meaningful words and aids linguistic development.
- Children's vocabularies grow rapidly around 18 months through "naming explosions" and they learn constraints to identify new words. Common early words include objects but other word types are also learned.
chapter 9
The document discusses theories of cognitive development in early childhood from ages 2 to 6. It covers Piaget's theory of preoperational thinking and obstacles to logical operations. Vygotsky's social learning theory emphasizes cognitive development through social contexts and apprenticeship. Theories of language development are also discussed, including vocabulary growth, grammar development, and benefits of bilingualism. Different approaches to early childhood education are briefly outlined.
Berger Ls 7e Ch 9
The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
First language acquisition (innatism)
Chomsky argues that behaviorism cannot fully explain children's language acquisition for three reasons: 1) Children learn more about their language's structure than what they are directly exposed to, 2) Children learn to distinguish grammatical and ungrammatical sentences despite exposure to errors, and 3) Language develops without systematic instruction. Chomsky proposes an innate Language Acquisition Device containing Universal Grammar principles that are triggered by language exposure to help children learn the structures of their native language. Evidence for this innatist view includes that language develops similarly in all children and separately from other cognitive skills.
ch 3.pptx
The document discusses how age impacts second language acquisition (SLA). It explores several myths about first (L1) and second language (L2) learning and compares how children and adults acquire languages. Key factors that influence SLA success include critical periods of development, neurobiological maturation, cognitive development, and affective/emotional factors like language ego and risk-taking. While younger learners may have some advantages, adults can also achieve high levels of proficiency with the right instructional methods and meaningful practice opportunities. The relationship between age and SLA success is complex with no clear consensus on an optimal starting age.
Nativist theory
Children are biologically predisposed to learn language through an innate Language Acquisition Device (LAD). The LAD contains innate linguistic principles and adjustable parameters that allow children to discover the grammatical rules of the language they are exposed to. By matching patterns in the environmental language input to their innate linguistic knowledge, children are able to unconsciously deduce and internalize the rules of that language.
First Language Acquisition Part 1
This document discusses several theories of first language acquisition:
- Behaviorist theory proposed by Skinner that language is learned through imitation and reinforcement.
- Innatist theory proposed by Chomsky that humans are born with an innate language acquisition device that gives us the ability to learn language according to universal grammar rules.
- Cognitive development theory proposed by Piaget and Vygotsky that language develops from cognitive development and is influenced by social interactions.
- Social interactionist theory proposed that both innate abilities and interactions with caregivers are necessary for language acquisition and that modified "motherese" speech helps children learn.
Language Acquisition1
The document discusses several key properties of human language according to Chomsky and other linguists. It describes Chomsky's view that children are born with innate, universal grammar consisting of abstract linguistic principles. However, evidence suggests children do not possess firm, innate knowledge and acquire language gradually by analyzing the structures around them. The document also examines the arbitrary nature of the linguistic sign and debates around the extent to which language symbols are arbitrarily linked to their meanings or show relative motivation.
Language Acquisition
The document discusses several key properties of human language according to Chomsky and other linguists. It describes Chomsky's view that children are born with innate, universal grammatical knowledge versus the idea that they have innate puzzle-solving abilities to acquire language. While children seem to intuitively grasp some linguistic patterns, evidence suggests they do not possess firm, innate expectations and gradually learn constraints through exposure to language. Both content and processing approaches have limitations and the acquisition process is complex.
Language Acquisition
The document discusses different theories about how children acquire language. It describes Chomsky's theory that children are born with innate, universal grammar knowledge versus theories that children have innate puzzle-solving abilities or are guided by environmental factors like parental speech. While children seem predisposed to learn language, the evidence suggests they do not have firm, innate expectations and acquire knowledge gradually rather than by flipping switches.
Language Acquisition 2
The document discusses different theories about how children acquire language. It describes Chomsky's theory that children are born with innate, universal grammar knowledge versus theories that children have innate puzzle-solving abilities or are guided by environmental factors like parental speech. While children seem predisposed to learn language, the evidence suggests they do not have firm, innate expectations and acquire knowledge gradually rather than by flipping switches.
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The document discusses language acquisition and the debate between nature vs nurture. It presents Chomsky's theory of Universal Grammar, which argues that humans are born with an innate, biologically-based capacity for language acquisition. According to Chomsky, the linguistic stimuli children receive are too impoverished to account for their language development, suggesting an inborn linguistic organ or "faculty of language." This faculty includes principles that are universal across languages and parameters that vary between languages, which children set during acquisition. The document also discusses Piaget's cognitive theory of language learning versus Fodor's modularity theory and domain specificity.
D12 Child
The document discusses child language development and disorders. It covers topics like:
- Language milestones from birth to adolescence
- Evidence that the left hemisphere becomes specialized for language between ages 3-10
- Effects of left hemisphere brain injuries at different ages
- Genetic factors in language development and specific language impairment
- Theories of language evolution in humans and other primates
First language acquisition (interactionism)
This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.
ELT Methodology Differences bet l1 and l2
The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their first language.
Significance of accent
This document discusses various factors that affect second language acquisition, specifically as it relates to accent. It presents different perspectives on the critical period hypothesis and whether a native accent can only be acquired during a critical period in childhood. Some key points discussed include:
- There is a debate around whether a native accent can be acquired at any time or only early in life.
- Research is divided between those who believe accent acquisition can only occur during a critical period in childhood, and those who reject this view.
- Supporters of the critical period hypothesis argue learners must be exposed to the native accent before age 12 to acquire it, while opponents cite evidence that older learners can attain a native-like accent.
My critical period hypothesis (cph)
The document discusses the critical period hypothesis in second language acquisition. The critical period hypothesis proposes that there is an ideal time period in a person's life for acquiring language skills, and that after a certain age it becomes much more difficult to acquire a new language. The document outlines the historical background of the hypothesis, provides examples of studies that both support and contradict it, and discusses ongoing debates around its claims. It ultimately concludes that while early language acquisition may confer some advantages, there is not enough evidence currently to say whether there truly is a critical period for second language learning.
Language acquisition
Children acquire most aspects of their native language's intricate system by age 5 without being taught formal grammar rules. They learn through innate capacities and mechanisms like analogy, by constructing their own grammar rules and sometimes overgeneralizing them. Key stages of language acquisition include babbling, first words, combining words into sentences, figuring out sounds and how they are used, learning word meanings intuitively by connecting words with objects, and acquiring morphological and syntactic rules at an early age through creative processes rather than imitation alone.
Developmental
The capacity to acquire and use language is a key aspect that distinguishes humans from other beings.
Class6 - How Do We Acquire Language?
The document discusses Noam Chomsky's theory of Universal Grammar and the innateness of language. It argues that children cannot learn language from environmental stimuli alone, as the stimuli are too impoverished. Rather, children must be born with an innate, biological capacity to acquire language - an innate "language organ" called Universal Grammar. Universal Grammar consists of universal principles that are shared by all languages, as well as parameters that vary between languages and are set during language acquisition. Chomsky's theory challenged behaviorist views of language learning and emphasized that language is a uniquely human cognitive capacity.
Learning To Language Learning
The document discusses several topics related to language learning:
- It distinguishes between language acquisition, which is unconscious and incidental, versus learning, which involves formal study.
- It describes differences in acquiring a first language versus a second/foreign language, noting factors like age of exposure, motivation, and reliance on the first language.
- It discusses debates around whether younger learners have advantages in acquiring a new language compared to older learners.
- It examines contrastive analysis and the contrastive analysis hypothesis regarding how the differences and similarities between a learner's first and second languages influence the learning process.
Hallmark of language development
This document discusses the development of language in children from birth through early word acquisition. It covers:
- How infants begin communicating nonverbally through gestures and vocalizations like cooing and babbling before learning words.
- The earliest receptive language skills in infants include speech perception and recognition of sounds and words in speech by 2 months of age.
- Productive language emerges through babbling, which resembles early meaningful words and aids linguistic development.
- Children's vocabularies grow rapidly around 18 months through "naming explosions" and they learn constraints to identify new words. Common early words include objects but other word types are also learned.
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The document discusses theories of cognitive development in early childhood from ages 2 to 6. It covers Piaget's theory of preoperational thinking and obstacles to logical operations. Vygotsky's social learning theory emphasizes cognitive development through social contexts and apprenticeship. Theories of language development are also discussed, including vocabulary growth, grammar development, and benefits of bilingualism. Different approaches to early childhood education are briefly outlined.
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The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
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Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
First language acquisition (innatism)
Chomsky argues that behaviorism cannot fully explain children's language acquisition for three reasons: 1) Children learn more about their language's structure than what they are directly exposed to, 2) Children learn to distinguish grammatical and ungrammatical sentences despite exposure to errors, and 3) Language develops without systematic instruction. Chomsky proposes an innate Language Acquisition Device containing Universal Grammar principles that are triggered by language exposure to help children learn the structures of their native language. Evidence for this innatist view includes that language develops similarly in all children and separately from other cognitive skills.
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The document discusses how age impacts second language acquisition (SLA). It explores several myths about first (L1) and second language (L2) learning and compares how children and adults acquire languages. Key factors that influence SLA success include critical periods of development, neurobiological maturation, cognitive development, and affective/emotional factors like language ego and risk-taking. While younger learners may have some advantages, adults can also achieve high levels of proficiency with the right instructional methods and meaningful practice opportunities. The relationship between age and SLA success is complex with no clear consensus on an optimal starting age.
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Children are biologically predisposed to learn language through an innate Language Acquisition Device (LAD). The LAD contains innate linguistic principles and adjustable parameters that allow children to discover the grammatical rules of the language they are exposed to. By matching patterns in the environmental language input to their innate linguistic knowledge, children are able to unconsciously deduce and internalize the rules of that language.
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This document discusses several theories of first language acquisition:
- Behaviorist theory proposed by Skinner that language is learned through imitation and reinforcement.
- Innatist theory proposed by Chomsky that humans are born with an innate language acquisition device that gives us the ability to learn language according to universal grammar rules.
- Cognitive development theory proposed by Piaget and Vygotsky that language develops from cognitive development and is influenced by social interactions.
- Social interactionist theory proposed that both innate abilities and interactions with caregivers are necessary for language acquisition and that modified "motherese" speech helps children learn.
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The document discusses several key properties of human language according to Chomsky and other linguists. It describes Chomsky's view that children are born with innate, universal grammar consisting of abstract linguistic principles. However, evidence suggests children do not possess firm, innate knowledge and acquire language gradually by analyzing the structures around them. The document also examines the arbitrary nature of the linguistic sign and debates around the extent to which language symbols are arbitrarily linked to their meanings or show relative motivation.
Language Acquisition
The document discusses several key properties of human language according to Chomsky and other linguists. It describes Chomsky's view that children are born with innate, universal grammatical knowledge versus the idea that they have innate puzzle-solving abilities to acquire language. While children seem to intuitively grasp some linguistic patterns, evidence suggests they do not possess firm, innate expectations and gradually learn constraints through exposure to language. Both content and processing approaches have limitations and the acquisition process is complex.
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The document discusses different theories about how children acquire language. It describes Chomsky's theory that children are born with innate, universal grammar knowledge versus theories that children have innate puzzle-solving abilities or are guided by environmental factors like parental speech. While children seem predisposed to learn language, the evidence suggests they do not have firm, innate expectations and acquire knowledge gradually rather than by flipping switches.
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The document discusses different theories about how children acquire language. It describes Chomsky's theory that children are born with innate, universal grammar knowledge versus theories that children have innate puzzle-solving abilities or are guided by environmental factors like parental speech. While children seem predisposed to learn language, the evidence suggests they do not have firm, innate expectations and acquire knowledge gradually rather than by flipping switches.
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The document discusses different theories about how children acquire language. It describes Chomsky's theory that children are born with innate, universal grammar knowledge versus theories that children have innate puzzle-solving abilities or are guided by environmental factors like parental speech. While children seem predisposed to learn language, the evidence suggests they do not have firm, innate expectations and acquire knowledge gradually rather than by flipping switches.
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The document discusses different theories about how children acquire language. It describes Chomsky's theory that children are born with innate, universal grammar knowledge versus theories that children have innate puzzle-solving abilities or are guided by environmental factors like parental speech. While children seem predisposed to learn language, the evidence suggests they do not have firm, innate expectations and acquire knowledge gradually rather than by flipping switches.
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The document discusses several key properties of human language according to Chomsky and other linguists. It describes Chomsky's view that children are born with innate, universal grammatical knowledge versus the idea that they have innate puzzle-solving abilities to acquire language. While children seem to intuitively grasp some linguistic patterns, evidence suggests they do not possess firm, innate expectations and gradually learn constraints through exposure to language. Both content and processing approaches have limitations and the acquisition process is complex.
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The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
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Intro to language acquisition
English language acquisition lesson in English education faculty. this slide tells about the nature of languaga and how people learn language
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Children acquire language through a complex, innate process that unfolds over time. Babies are not born speaking but have the innate ability to learn language by being exposed to rich linguistic input from caretakers. Key aspects of first language acquisition include babbling, following milestones in phonological and grammatical development, and learning an increasingly large vocabulary through everyday interactions. The ability to acquire language appears to be biologically determined, as evidenced by characteristics of innate behaviors.
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This document discusses theories of universal grammar and language acquisition. It presents the innateness hypothesis, which argues that humans are born with an innate, genetically-programmed capacity for language. This is supported by the poverty of stimulus argument, which is that the linguistic input children receive is not sufficient to account for their language learning, and the observation of linguistic creativity in children. The document also discusses parameters and principles within universal grammar, as well as competing theories of language development from theorists such as Skinner, Piaget, and Fodor.
What is Universal Grammar Theory and its Criticism
This document discusses Noam Chomsky's theory of Universal Grammar and its application to language acquisition and learning. It begins by introducing Chomsky's work in the 1960s questioning how children can produce novel sentences if language is learned through conditioning alone. It then defines Universal Grammar as the innate, universal principles and parameters that are part of the human language faculty. The document outlines some key aspects of Universal Grammar, including principles that are shared across all languages and parameters that allow for variation. It discusses arguments for and against Universal Grammar, hypotheses about how UG is accessed in first and second language acquisition, and debates around issues like whether parameters can be reset in a second language. Overall, the document provides an overview of Chomsky's influential theory of Universal Grammar
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- The faculty of language narrow (FLN) which builds syntax through recursion and Merge, combining two items into one.
- The faculty of language broad (FLN) which interfaces language with other cognitive systems through sensory-motor and conceptual-intentional interfaces.
- Other syntactic operations like labeling, which provides labels to constituents, and movement, which moves constituents to other positions for licensing or non-syntactic reasons.
- Three types of movement: head movement, argument movement, and non-argument movement.
Class3 - The Role of Communication (cont)
This document discusses the topic of human language and communication. It addresses four questions: (1) the characteristics of human language, (2) how human language differs from animal communication systems, (3) how language is acquired, and (4) how language operates. Key points made include that language is complex and cannot be studied as a whole, it will be approached from a psycholinguistic perspective focusing on the mind, and that language and communication are independent concepts that differ between humans and animals in formality, biology, and psychology. Videos are also provided as examples relating to language use in animals.
Class2 - The Role of Communication
Psycholinguistics is an interdisciplinary field that studies how people acquire, use, and process language in the brain. It draws from psychology, linguistics, cognitive psychology, and other fields. The document discusses key aspects of psycholinguistics including short and long term memory, encoding and retrieval, and linguistic theories related to phonology, morphology, syntax, and semantics. It also outlines three main aspects of human language: as a formal structured system, a biological faculty specific to humans, and as an abstract psychological reality linked to thought.
Class1 - The Psycholinguistics' point of view
This document provides an introduction to the field of linguistics and psycholinguistics. It defines linguistics as the science that studies human language and notes that language can be studied from various perspectives including linguistics, psycholinguistics, and neurolinguistics. Psycholinguistics is defined as the study of language from a psychological perspective, with the goals of understanding how people acquire, use, and process language in the brain. The document discusses some key aspects of language including that it is symbolic, voluntary, and systematic, and can take different modalities like spoken, written, and signed forms.
Class17 & 18 - Language Comprehention
The document discusses various parsing strategies and principles used in language comprehension, including:
1) PARSER refers to the structural processor that analyzes syntax using operations like Merge, Labeling, and Movement.
2) Ambiguities like global ambiguity, local ambiguity, and garden path sentences make parsing difficult.
3) Strategies like minimal attachment, late closure, low attachment, and good enough processing help the parser analyze sentences despite ambiguities and processing limitations.
4) Active filler licensing allows relating gaps and filler elements in long-distance dependencies.
Class9&10 - The Talking Brain
The document discusses the history of theories about the relationship between the mind and brain. It describes early theories like dualism which viewed the mind and body as separate. It also discusses phrenology and early localization studies by Broca and Wernicke that linked specific brain regions to language production and comprehension abilities. This provided evidence that language functions are distinct and localized to different brain areas, challenging views of the mind as non-physical.
Class7 - Introduction to The Scientific Method
This document provides an introduction to the scientific method by outlining its origins and development over time. It discusses how early human explanations for natural phenomena took the form of myths, and how the emergence of writing, mathematics, and philosophy in ancient Greece helped shift explanations towards more empirical, evidence-based reasoning. Key figures like Aristotle, Galileo, and Francesco Redi are highlighted for their early applications of systematic observation, experimentation, and development of theories to further scientific understanding. The scientific method is established as a way to understand the natural world through discerning conditions, testing hypotheses, and seeking agreements with reason rather than relying on tradition or authority alone.
Class8 - the Scientific Method Applied to Psycholinguistics
The document describes the scientific method as it applies to psycholinguistics. It discusses the key aspects of the scientific method including forming hypotheses, testing hypotheses through controlled experiments, analyzing results, and reporting findings. The scientific method seeks objective, empirical evidence and aims to falsify hypotheses rather than prove them. It values evidence that can be confirmed independently and discounts personal testimonies. Deductive and inductive reasoning are both important to the scientific method.
Class6 - Languaging - part 2
This document discusses the different levels of language structure, including phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics, and discourse.
It provides details on the units, organizing structures, and sub-levels/categories of each level. Phonetics deals with sounds and has no units, while other levels have units like morphemes, words, and sentences. Each level is composed of and integrates units from lower levels.
Class5 - Languaging
This document provides an overview of different levels of linguistic analysis, including phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics, and discourse. It discusses some key concepts for each level, such as linguistic units, organizing structures, and examples of sub-levels or categories. For semantics, it specifically outlines three main areas: informational semantics, compositional semantics, and lexical semantics. The document aims to describe the different levels of linguistic analysis and some approaches that can be taken within each level.
Class4 - The Language Programming
1) The document discusses theories of linguistic structure from Saussure, Hjelmslev, Martinet, and Benveniste.
2) Benveniste argues that language has an articulated structure composed of discrete units, and its structure can be uncovered through segmentation and substitution.
3) Segmentation reveals syntagmatic relations between co-occurring units, and substitution reveals paradigmatic relations between units that share a function.
Class2 - Communicate?
Psycholinguistics is an interdisciplinary field that studies how humans acquire, use, and process language in the brain. It examines language from psychological and linguistic perspectives. Key aspects of human language include its formal structure, biological basis in human physiology and evolution, and psychological nature as an abstract system linked to thought. Human language differs from animal communication systems in its creativity, complexity, use of recursion, and genetic basis.
Class3 - The Language Machine
The document discusses Saussure's model of language structure and the concept of a system of signs. It describes a pop-up activity where participants map out systems by clustering related elements and connections on a page to gain new insights. The text then defines what a system is, including that it is a set of connected parts that form a complex whole. It notes that a system has a structure, as well as processes that generate products or representations through derivation of organized processes with inputs and outputs.
Class1 - Psycho... what?
Linguistics is the science that studies human language. It examines language from different perspectives, including how people acquire, use, and process language in the brain. Unlike other sciences where objects of study are predefined, in linguistics the viewpoint influences what is being studied. For example, the word "nu" could be examined as a sound, idea, or Latin derivative depending on the perspective. Psycholinguistics specifically studies how people learn and use language, and how it is represented in the brain. Human language has formal structures and is uniquely human, involving physiology and evolving in a social/psychological context. Key questions include what defines human language and how it differs from animal communication, how it is acquired, and how it operates
Class5 - The Mind-brain Problem
The document discusses the history of understanding the relationship between language and the brain. It describes early theories such as dualism which viewed the mind and body as separate. It then outlines key figures like Broca and Wernicke who through studying brain damage cases established that language production and comprehension are handled by distinct brain regions. More recent neuroscientists like Poeppel and Friederici study these language areas and how they interact using modern techniques like analyzing neuronal oscillations. The document traces the progression of the field from early philosophies to current models integrating linguistics and neuroscience.
Class4 - The Scientific Method to Psycholinguistics
This document provides an overview of the scientific method as it applies to the field of psycholinguistics. It begins by defining psycholinguistics as aiming to understand how language is acquired, processed in the mind, and differs from animal communication systems. The scientific method is then described as involving observing phenomena, formulating hypotheses, experimentally testing hypotheses, analyzing results, and reporting findings. The results either support a hypothesis or lead to reformulating it for further testing. Key aspects of the scientific method discussed include defining variables, developing experiments, using statistics, considering all factors, and being open to revising theories based on evidence. The document presents the scientific method as the systematic approach used in psycholinguistics to further understanding of language.
Class4 - The Scientific Method to Psycholinguistics - temporary
This document provides an overview of psycholinguistics and the scientific method. It discusses:
1) Psycholinguistics aims to understand how language is acquired, processed in the mind, and differs from animal communication, taking a formal, biological, and psychological approach.
2) It views language as an abstract, structured system in the mind, a faculty that is uniquely human. The language system generates structure across different levels of organization.
3) The document then shifts to discussing the origins and goals of science, explaining that science seeks to understand the world through questioning and establishing connections between observations to find rational explanations, or truths, that stand up over time.
Class3 - What is This Language Structure
This document provides an overview of the different levels of linguistic analysis, including phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics, and discourse.
It defines each level and discusses their basic units and organizing structures. For example, it states that syntax analyzes sentence structure and has phrases as its basic units, organized by syntactic operations. Semantics examines meaning within language and has no set units, but aspects like denotation and reference. Pragmatics studies meaning beyond language to speech acts, using components like implicatures.
The document also gives examples to illustrate each level, such as speech acts for pragmatics, and deixis, politeness, and enunciation for
Class2 - The Relation Between System and Structure
The document discusses systems mapping and how to create a cluster map. It explains that a cluster map involves throwing a topic in the center of a page and then freely associating related nodes or elements. There are no wrong ideas, as everything is interconnected. Connections are then drawn between the nodes to show relationships within the system. The basic steps are to identify a topic, add associated words and concepts to the page without restriction, and then draw lines between items to illustrate flows within the system.
Class1 - The Psycholinguistics' point of view
Linguistics is the scientific study of human language. It examines language from various perspectives including formal, biological, psychological, historical, and interactional views. Saussure argued that in linguistics, the object of study is not predetermined but rather is created by the viewpoint or perspective adopted by the linguist. Language has three main aspects - as a formal system, a biological trait of humans, and as a psychological faculty of the mind. It is characterized by creativity, recursion, and complexity, distinguishing it from animal communication systems.
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- 1. The Modularity of Mind LCD 105 – Class 20 – Professor Nathacia
- 2. Universal Grammar INPUT OUTPUT Primary Data Exposure to Language Experience Grammar of a Language Linguistic Competence P&P – Language Acquisition Fixation of Parameters
- 3. ?
- 4. PIAGET Although he is a great name on child development research, his degrees were in Biology and Philosophy. His major research was about the stages of a child cognitive development Criticism: biased research; counter argument: biologist procedure. Piagetian Conservation Tasks
- 5. PIAGET One of his great claims was that children develop (language) not because of a previous knowledge, either inner or empirical, but because of successive passages through developmental stages in a constructive way. To him, there’s no scape from the sequence of those stages, and in order to reach certain level, a child must go through the previous stages. Example: a child must learn how to sit, then how to crawl, then to stand up, to then be able to walk. With language, there’s no difference as they built they’re new knowledge upon previous knowledge.
- 6. PIAGET Dependable learning (construtivism) Mind = Single Intelligence Piagetian Cognitive Theory DOMAIN GENERAL
- 8. FODOR “The mind cannot be generic. (…) Actually, it is a set of specialized intelligences that are controlled by their own internal rules.” Modularity Theory DOMAIN SPECIFIC
- 9. FODOR The mind is composed by encapsulated modules that are independent from each other but that keep intercommunication. The domain specificity has to do with the variety of questions to which a module answers. The encapsulation has to do with the variety of information that a module consult (from other modules) to decide what answer it will offer.
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- 16. Disorders and Language Some disorders, though, affect language: - Autism - Asperger Syndrome - Schizophrenia - Specific Language Impairment
- 17. CHOMSKY X √
- 19. CHOMSKY
- 20. Summing up ü We have an innate capacity to develop language coded in the DNA; ü This capacity is a pre set cognition called Universal Grammar; ü The Universal Grammar is composed by Principals and unmarked Parameters; ü The Parameters are marked during Language Acquisition Critical Period in order to built the grammar of a specific language; ü Once a number of parameters is set (when children are about 2.5- 3 yo), the children have linguistic competence; ü The competence and the UG are stages of the Faculty of Language; ü The Faculty of Language Narrow and Broad are Modules of the mind. ü The Modules are independent, though they intercommunicate.
- 21. LANGUAGE DEVELOPMENT STAGES Stage Typical Age Description In utero stage Pre-birth Prosody Preproduction stage 0-6 months Phonemic discrimination and differentiation; Syllable discrimination; Babbling stage 6-8 months CV patterns, with a plosive consonant and a middle to low vowel One-word or holographic stage 8-18 months Single open-class words or word stems Two-word stage 18-24 months “Mini-sentences” with simple semantic relations Telegraphic or early multiword stage 24-30 months “Telegraphic” sentence structure filled with lexical words rather then functional words. Later multiword stage 30+ months Full sentences with functional words.