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Psychology, 15 April,
2010
Zoltn Jakab
(3) Syntax
The rules that specify how words can be combined into
meaningful phrases and sentences.
(1) [[Max and Samantha][went shopping]]
Spelling out an intuitive distinction between subject
and predicate.
Resolving ambiguity:
(2) Put the box on the table by the window in the kitchen.
Put [the box] [on the table by the window in the kitchen ].
Put [the box on the table] [by the window in the kitchen].
Put [the box on the table by the window ] [in the kitchen].
(4) Pragmatics
(3) She will trip over that.
Literal meaning: there is a female human being who is
in danger of stumbling because there is an obstance
in her way.
Filling in the contextual details:
(3b) Sue will trip over that step-stool.
A further element to reconstruct: there is a tacit
imperative in these sentences (i.e., Would you please
remove that step-stool so that it does not block Sues
way?)
Nativism
N. Chomsky (1968):
Humans are equipped with a language acquisition
device (LAD).
The LAD is a language processor which contains a
universal grammar, common to all languages.
An example
Structure Dependence: all rules of syntax, in all
languages, refer to syntactic categories, phrase structure,
or other entities of syntax.
Isnt this principle vacuous?
A pair of rules:
Nonexistent Rule #1: Invert the first and second word in
a sentence to form a question (not structure dependent)
Actual Rule #1: Invert the subject and the auxiliary verb
in a sentence to form a question. (structure dependent)
Here are some linguistic data: two grammatical sentences
(4) John is singing.
(4) Is John singing?
Samantha
she
*her
Samantha
*she
her
Samantha
she
*her
cheated on Max.
Samantha
she
her
Types of universals
(1) Syntactic categories (verb, noun, etc.)
(2) Constraints on the types of rules that can occur
in different languages (structure dependence; case
filter: noun phrases must be assigned case, even
when it is not overtly marked)
(3) Implications (e.g., if nouns have gender, then
pronouns do too).
Sensitive period
Children before puberty spontaneously acquire
languages that they are exposed to.
This differs much from the second-language
acquisition of grownups which takes a lot of effort.
The prognosis for recovering from traumatic aphasia
depends on the age at which the injury was sustained.
Children who suffer brain damage before age 5 will
recover all or most of their language without special
therapy.
After puberty, aphasic patients need extensive therapy
even for partial recovery.
Nativist answer:
(1) Competence vs. performance:
-- childrens memory span is below adult levels
-- their vocabulary is small
-- articulatory control is under development
(2) Parameter setting is not yet complete.
M. Tomasello
The role of general cognitive
development
Communication
Conceptual development affects
language use
Examples
-- The complexity of motherese
-- deferred imitation and the first
words
-- Semantics of first words
-- object permanence
-- hypotheticals and counterfactuals in
different languages
Probability
1
0
PA
Syntetized syllables
BA
Genetically
innate vocalizations
everywhere
else
Auditory area.
Anterior vocal center.
Language-learning apes
Washoe the chimpanzee (1965-2007):
Raised in human environment; over more than 20 years of
training, she learned about 250 signs of ASL (Gardner and
Gardner).
-- Creative description of objects and events, e.g., water bird for
duck
-- Making requests (give candy)
-- Asking and answering questions (e.g., naming her own
bodyparts and other familiar objects in response to questions;
color naming)
Other chimps were introduced to linguistic hieroglyphics printed
on computer keys (Savage-Rumbaugh and Rumbaugh, 1978).
-- chimps comminucated with each other using the special
keyboard
-- made requests to the companion and complied with them
Washoe (1965-2007)
Loulis (1978-)
human
Stages of acquisition
I. The prelinguistic period
-- Newborns tune in to human speech (opening their eyes,
gazing at the speaker, and occasionally vocalizing).
-- One-month-old infants are already capabe of categorically
discriminating consonants (Peter Eimas, 1982).
-- By age two months infants reliably discriminate vowels,
and may also recognize them when uttered by different
speakers
Prelingustic vocalizations:
-- cooing by 3-5 weeks (repeating vowel-like sounds)
-- babbling starts sometime between 4-6 months (syllables)
-- up until 12 months, babbling becomes selective to speech
sounds present in the infants linguistic environment
Holophrases
One-word utterances often convey messages that
grownups would express using sentences.
Greenfield and Smith (1976):
Shelley, 17 months old, used the word ghetti three times
in a five-minute period:
-- First pointing to a pan on the stove (apparently asking if
the stuff in it was spaghetti)
-- Then naming it when it was on the table
-- Finally asking for it (repeating the word in a whiny tone)
The ambiguities that arise this way may also help the
child realize the advantage of combining more words in
a single utterance.
Mommy come;
Daddy sit
Action + object drive car; eat grape
Agent + object
Mommy sock;
baby book
Action + location Go park; sit chair
Entity + location Cup table; toy floor
Possessor+possession
My teddy;
Mommy dress
Recurrence
More milk
Nonexistence
Allgone cookie;
no wet
Overregularization
Even though children often learn and use the grammatical
form of some sentences around 2-2 years (e.g., It ran
away; my feet are cold), a little later (3 yrs or so) they
begin use the same types of utterances erroneously (e.g.,
It runned away; she goed; I brushed my tooths).
Why does this happen?
Nativist explanation: children discover more general rules of
syntax and start applying them to novel cases. Exceptions,
irregular cases, or more special rules that modify the
general ones may not have t aken effect yet.
Alternative explanation: past tense overregularizations may
occur because children occasionally fail to retrieve the
irregular form from memory.
Which explanation might be correct?
Of course
Hungarian children learn to use the -t suffix much
earlier than the various special ways in which it has to
be added in particular cases.
As a result, children around 3 years of age quite often
make errors attaching the accusative suffix
Correct
Typical error
lovat lt
slat slt
krmt
krmt
-- In such cases they appear to have mastered the general
rule, but not the specific procedures
-- May this be due to failure of memory recall? No,
because, very likely, 2-year-olds havent yet had a
chance to memorize all these special cases.