psy1302 psychology of language lecture 4 & 5 bio-program for language

Psy1302 Psy1302 Psychology of Psychology of LanguageLanguage

Lecture 4 & 5Lecture 4 & 5

Bio-program for LanguageBio-program for Language

Birds are born to singBirds are born to sing It’s in their biology.It’s in their biology.

Bird Song as an Analogy to Human Language

Peter Marler and Peter Marler and colleagues colleagues studied studied White-White-crowned crowned SparrowsSparrows in San in San Francisco Bay Francisco Bay area.area.

http://www.naturesongs.com/wcsparrow1.wav

Song dialects in S.F. Song dialects in S.F. AreaArea

Different Different regions regions have have distinctly distinctly different different songssongs

Song dialects of White-crowned SparrowsSong dialects of White-crowned Sparrows

Marler and ColleaguesMarler and Colleagues

Raised baby males (from each area) in Raised baby males (from each area) in sound chamberssound chambers

Varied whether they heard no songs Varied whether they heard no songs (isolation), dialect from “home”, or (isolation), dialect from “home”, or dialects from other areasdialects from other areas

Found:Found:– Birds in isolation sang, but sang a Birds in isolation sang, but sang a

degenerate song.degenerate song.– Birds sang the dialect that they heard.Birds sang the dialect that they heard.Birds have an innate endowment/potential Birds have an innate endowment/potential

to sing, but that learning is necessaryto sing, but that learning is necessary

Stages of Vocal Stages of Vocal LearningLearning Silent period: Listening, but not singingSilent period: Listening, but not singing

Subsong: Practice in singing. Few species-specific features, similar for deaf and hearing birds

Full song: Final stable form, based on songs heard earlier

Time course in Normal Time course in Normal DevelopmentDevelopment

Sensitive/Critical periodSensitive/Critical period

0 10 50 100 150 200

}Critical Period

Age (days)

When song is When song is heard (Days)heard (Days)

Result in normal Result in normal songsong

1-71-7 NoNo

7-607-60 YesYes

60-death60-death NoNo

Sensitive/Critical Sensitive/Critical PeriodPeriod

A period of development during which A period of development during which some crucial experience will have its some crucial experience will have its peak effect on development or peak effect on development or learning, resulting in normal behavior learning, resulting in normal behavior attuned to the particular environment attuned to the particular environment to which the organism has been to which the organism has been exposed.exposed.

-- Elissa -- Elissa NewportNewport

Innate BehaviorsInnate Behaviors

Birds are born to Birds are born to sing.sing.

Singing is an Singing is an innate behavior.innate behavior.

What constitute What constitute as an innate as an innate behavior?behavior?

Definition?Definition?

Innate BehaviorsInnate Behaviors

Lenneberg’s CriteriaLenneberg’s Criteria The behavior emerges before it is necessary The behavior emerges before it is necessary The emergence of the behavior is not the result of The emergence of the behavior is not the result of

a conscious decision. a conscious decision. Emergence is not triggered by external events-- Emergence is not triggered by external events--

But, the environment must be sufficiently rich for But, the environment must be sufficiently rich for the behavior to develop adequately.the behavior to develop adequately.

Direct teaching and intensive practice have Direct teaching and intensive practice have relatively little effect on development of behavior. relatively little effect on development of behavior.

There is a regular sequence of 'milestones' There is a regular sequence of 'milestones' observable in the development of the behavior, observable in the development of the behavior, and these can be correlated with age and other and these can be correlated with age and other levels of development. levels of development.

There is a "critical period" for the acquisition of There is a "critical period" for the acquisition of the behavior, after which it is very difficult to the behavior, after which it is very difficult to learn.learn.

We are Pre-We are Pre-programmed for programmed for LanguageLanguage

Lenneberg theorized Lenneberg theorized that:that:– Ability to acquire Ability to acquire

language is innate.language is innate.

– Emergence of behavior Emergence of behavior is not triggered by is not triggered by environment (though environment (though environment has to environment has to support such support such development)development)

– Emergence follows a Emergence follows a timetable. timetable.

Before necessary.Before necessary. Milestones in Milestones in

development.development. Critical window of Critical window of

opportunity.opportunity.

AgeAge Language DevelopmentLanguage Development

1-2 months1-2 months Cooing (oh, ah)Cooing (oh, ah)

6 months6 months Babbling (ba)Babbling (ba)

8 months8 months Reduplicated Babbling (bababababa)Reduplicated Babbling (bababababa)

10 months10 months Variegated Babbling (badago)Variegated Babbling (badago)

1 year1 year First words (mummy)First words (mummy)

Repeating sound sequencesRepeating sound sequences

1-1.5 years1-1.5 years One word stage (3-50 words) One word stage (3-50 words)

2 years2 years Two-word or Telegraphic stageTwo-word or Telegraphic stage

2-2.5 years2-2.5 years Word SpurtWord Spurt

3 years3 years Intelligible to strangersIntelligible to strangers

Receptive vocabulary: 1200-2000 Receptive vocabulary: 1200-2000 wordswords

4 years4 years Speak grammaticallySpeak grammatically

6 years6 years Receptive vocabulary: 14,000 wordsReceptive vocabulary: 14,000 words

Some Milestones in Language Development

Milestones in Milestones in Language Language DevelopmentDevelopment

Petitto, L.A. & Marentette, P. (1991). Babbling in the manual mode: Evidence for the ontogeny of language. Reprinted from: Science, vol. 251, 1483-1496.

http://www.amazon.com/Language-Experience-Evidence-Cognitive-Science/dp/0674510267/ref=sr_1_1/104-3565968-5396765?ie=UTF8&s=books&qid=1190912821&sr=8-1

(Graph taken from Snedeker’s Language Acquisition Slide)

Variations in SES, birth order, “maternal ability” have relatively little influence

We are Pre-We are Pre-programmed for programmed for LanguageLanguage

Lenneberg theorized that:Lenneberg theorized that:

– Ability to acquire language is Ability to acquire language is innate.innate.

– Biological factors limit the Biological factors limit the ‘window of opportunity’ from ‘window of opportunity’ from roughly 2 y.o. to puberty, roughly 2 y.o. to puberty, after which language may after which language may never be mastered.never be mastered.

He believed that:He believed that:– LateralizationLateralization (process by (process by

which the 2 halves of the which the 2 halves of the brain develop specialized brain develop specialized functions) functions) is completed at is completed at puberty.puberty.

– Lateralization Lateralization lose lose plasticity plasticity difficulty in difficulty in acquiring language.acquiring language.

Some Evidence for Critical Some Evidence for Critical PeriodPeriod(from brain studies)(from brain studies) Language abilities of brain damage or Language abilities of brain damage or

hemispherectomy children:hemispherectomy children:– Patients with Left side lesion or Patients with Left side lesion or

surgery leads to worse language surgery leads to worse language abilities than Right sideabilities than Right side

– Children 9 and under have better Children 9 and under have better language recovery when damage is language recovery when damage is on the right.on the right.

Some Evidence for Critical Some Evidence for Critical PeriodPeriod(children with no language input)(children with no language input)

Case Studies of Isolated or Feral Children: Case Studies of Isolated or Feral Children: – Abandoned children who lived with animals, by themselves, Abandoned children who lived with animals, by themselves,

or were confined.or were confined.– I.e. children who have lived in isolation from human contact I.e. children who have lived in isolation from human contact

and has remained unaware of human social behavior, and and has remained unaware of human social behavior, and unexposed to language. unexposed to language.

Case StudyCase Study Age Age DiscoveredDiscovered

IsabelleIsabelle 6 y.o.6 y.o.

GenieGenie 13 y.o.13 y.o.

ChelseaChelsea 31 y.o.31 y.o.http://www.feralchildren.com/en/index.php

IsabelleIsabelle(Davis, 1947)(Davis, 1947)

Family backgroundFamily background: Hidden in attic and never : Hidden in attic and never spoken to. spoken to.

DiscoveredDiscovered at age 6: had no speech, at at age 6: had no speech, at cognitive level of 2 year oldcognitive level of 2 year old

OutcomeOutcome: Within 1 year, she caught up with : Within 1 year, she caught up with other 7 year oldsother 7 year olds

GenieGenie(Curtiss, 1977)(Curtiss, 1977)

Also: The development of Language in Genie: a Case of Language Acquisition beyond the “Critical Period”Fromkin, Krashen, Curtiss, Rigler, & Rigler (1974)

GenieGenie(Curtiss, 1977)(Curtiss, 1977)

Family backgroundFamily background: From 18 mon+, lived : From 18 mon+, lived tied to a chair in a darkened room, tied to a chair in a darkened room, frequently beaten, never spoken tofrequently beaten, never spoken to

DiscoveredDiscovered at age 13: had no speech, at at age 13: had no speech, at cognitive level of 2 year oldcognitive level of 2 year old

OutcomeOutcome: ?: ?

Genie Genie (Curtiss 1977)(Curtiss 1977) Samples of Genie’s SpeechSamples of Genie’s Speech

(1) Applesauce buy store(1) Applesauce buy store““Buy applesauce at the store”Buy applesauce at the store”

(2) Man motorcycle have(2) Man motorcycle have““The man has a motorcycle”The man has a motorcycle”

(3) Genie full stomach(3) Genie full stomach““I have a full stomach”I have a full stomach”

(4) Mama have baby grow up(4) Mama have baby grow up““Mama has a baby who grew up”Mama has a baby who grew up”

(5) Father hit Genie cry long time ago(5) Father hit Genie cry long time ago““When my father hit me, I cried, a long time ago”When my father hit me, I cried, a long time ago”

Genie (NOVA)Genie (NOVA)

Genie’s Linguistic AbilitiesGenie’s Linguistic Abilities knows the phonemes of English and phonotatics, but has knows the phonemes of English and phonotatics, but has

abnormal prosody, substitutions often violate natural classes ([s] abnormal prosody, substitutions often violate natural classes ([s] for [g])for [g])

able to learn lexical items able to learn lexical items

limited knowledge of syntax (e.g., NP limited knowledge of syntax (e.g., NP (det) (adj) N) (det) (adj) N)

respected verb argument structure in large part:respected verb argument structure in large part:e.g., never produced *“Genie run Curtiss”e.g., never produced *“Genie run Curtiss”

often ungrammatical word order, inconsistent use of morphology often ungrammatical word order, inconsistent use of morphology (no modals, auxiliaries)(no modals, auxiliaries)

able to communicate non-linguistically but never learned social able to communicate non-linguistically but never learned social conventions like How are you?, Well, Please, etc.conventions like How are you?, Well, Please, etc.

Outcome:Outcome: Learned a large vocabulary, but syntax and morphology never fully developed

Genie’s BrainGenie’s BrainWhat happens to the areas "dedicated" to language if one never acquires a language? Does the neural tissue atrophy? Does it get taken over by other functions?

100%Monoaurally:Stereo:Right ear – 16%, Left ear – 100%

Mooney PicturesMooney Pictures

Genie’s BrainGenie’s Brain

No apparent cognitive deficits No apparent cognitive deficits when it comes to non-language when it comes to non-language teststests

Right hemisphere does the work Right hemisphere does the work for processing language.for processing language.

ChelseaChelsea(Curtiss, 1988)(Curtiss, 1988)

Family backgroundFamily background: A partially deaf : A partially deaf woman incorrectly diagnosed as woman incorrectly diagnosed as “retarded”. From a loving home.“retarded”. From a loving home.

DiscoveredDiscovered at age 31, and fitted with at age 31, and fitted with hearing aidshearing aids

OutcomeOutcome: Learned a large vocabulary, but : Learned a large vocabulary, but syntax and morphology worse than Genie.syntax and morphology worse than Genie.

Chelsea’s Linguistic Chelsea’s Linguistic AbilitiesAbilitiesSample SpeechSample Speech

(1) The small a the hat(1) The small a the hat(2) Orange Tim car in(2) Orange Tim car in(3) I Wanda be drive come(3) I Wanda be drive come(4) Breakfast eating girl(4) Breakfast eating girl(5) They are is car in the Tim(5) They are is car in the Tim

SummarySummary– learned lexical itemslearned lexical items– some social conventions (hi, how are you?, well, etc.)some social conventions (hi, how are you?, well, etc.)– never acquired syntax, or even lexical categories; never acquired syntax, or even lexical categories;

utterances not even semantically clearutterances not even semantically clear– function words present in speech but totally unprincipledfunction words present in speech but totally unprincipled– use of extra arguments (didn’t adhere to verb argument use of extra arguments (didn’t adhere to verb argument

structure: airplane fly headache)structure: airplane fly headache)– good intonationgood intonation

Summary of Isolated Summary of Isolated ChildrenChildren These case studies and a handful of others These case studies and a handful of others

suggest:suggest:– Early exposure to language 7- (e.g., Isabelle at Early exposure to language 7- (e.g., Isabelle at

6) results in catch-up of language skills relative 6) results in catch-up of language skills relative to age-equivalent peersto age-equivalent peers

– Late exposure (e.g., Genie and Chelsea) does Late exposure (e.g., Genie and Chelsea) does notnot

However, there are potential problems However, there are potential problems with such case studieswith such case studies– Small NSmall N– Unclear Pre-existing deficiencies (IQ) Unclear Pre-existing deficiencies (IQ) – Social problemsSocial problems

Some Evidence for Critical Some Evidence for Critical PeriodPeriod(late learning of 1st language)(late learning of 1st language) Deaf children born to hearing Deaf children born to hearing

parents.parents.

Some Evidence for Critical Some Evidence for Critical PeriodPeriod(late learning of 1st language)(late learning of 1st language)Newport (1990)Newport (1990) ASL (American Sign Language) proficiency in people ASL (American Sign Language) proficiency in people

who had been using ASL for at least 30 years as their who had been using ASL for at least 30 years as their primary language. primary language.

ButBut different ages of first exposure to ASL different ages of first exposure to ASL

Tested on various production and comprehension tasks.Tested on various production and comprehension tasks.

Some Evidence for Critical PeriodSome Evidence for Critical Period(late learning of 1st language)(late learning of 1st language)

Morphology: e.g. verb agreement in production

(birth on) (4-6 yrs on) (12 yrs on)

Age of Initial Language Exposure

Some Evidence for Critical PeriodSome Evidence for Critical Period(late learning of 1st language)(late learning of 1st language)

Age of initial exposure

(birth on) (4-6 yrs on) (12 yrs on)

Some Evidence for Critical Some Evidence for Critical PeriodPeriod(Second Language Acquisition)(Second Language Acquisition)

Johnson & Newport (1989)Johnson & Newport (1989) Examined English proficiency in Korean Examined English proficiency in Korean

and Chinese immigrants to the U.S. who and Chinese immigrants to the U.S. who had lived here at least 5 yearshad lived here at least 5 years

Different ages of first exposure Different ages of first exposure (anywhere between 3 and 39 years old), (anywhere between 3 and 39 years old), but same number of years of exposurebut same number of years of exposure


Examples of questions asked:Examples of questions asked: Hear recorded sentences Hear recorded sentences

– ½ grammatical, ½ not½ grammatical, ½ not

e.g. of ungrammatical ones:e.g. of ungrammatical ones:““The farmer bought two pig at the market.”The farmer bought two pig at the market.”

““Tom is reading book in bathtub.”Tom is reading book in bathtub.”

Task: Sentence good or bad?Task: Sentence good or bad?

After Maturation

No relationship between Age of Arrival and Test Score

During Maturation

Decline in ability with maturation.



Johnson & Newport also found thatJohnson & Newport also found that– Performance was not correlated with:Performance was not correlated with:

Formal instruction in EnglishFormal instruction in English Amount of initial exposure to EnglishAmount of initial exposure to English Reported motivation to learn EnglishReported motivation to learn English Self-consciousness in EnglishSelf-consciousness in English Identification with American cultureIdentification with American culture

Johnson & Newport Johnson & Newport (1989) (1989) Second Language AcquisitionSecond Language Acquisition

Evidence for Critical Period in 2Evidence for Critical Period in 2ndnd Language Acquisition:Language Acquisition:– Performance not impaired prior to Performance not impaired prior to

critical period critical period – Declining ability with decrease in Declining ability with decrease in

exposure during critical periodexposure during critical period– NO relationship between age of NO relationship between age of

exposure and performance after exposure and performance after critical periodcritical period

Sum Up: Critical Sum Up: Critical PeriodPeriod

Language learning is Language learning is effortlesseffortless before before puberty, extremely effortful afterpuberty, extremely effortful after

Applies to both first and second Applies to both first and second language learninglanguage learning

Applies to spoken and signed languagesApplies to spoken and signed languages Critical periods similar to other Critical periods similar to other

biologically-programmed abilities in biologically-programmed abilities in humans and other specieshumans and other species

The Learner Going The Learner Going Beyond Input Beyond Input

Children with impoverish language Children with impoverish language input systemize their inputinput systemize their input– Pidgin Pidgin Creole Creole– Home-signersHome-signers– Child of non-native (ASL) speakersChild of non-native (ASL) speakers– Genesis of a language (NSL)Genesis of a language (NSL)

Pidgin Pidgin Creole Creole

Pidgin:Pidgin: system of system of communication created by communication created by adults without common a adults without common a language.language.

– Lexicon (vocabulary) borrowed Lexicon (vocabulary) borrowed from the contact languages, from the contact languages, often the dominant language.often the dominant language.

– The “language” has simplified The “language” has simplified structure, often with just the structure, often with just the nouns and verbs. nouns and verbs.

– The “language” has The “language” has inconsistent structure, often inconsistent structure, often speakers apply the structure of speakers apply the structure of their native language.their native language.

Imported laborers (1852-1946) to Hawaii –Chinese, Japanese, Norwegians, Germans, Koreans, Filipinos, and Spaniards, etc.

Pidgin Pidgin Creole Creole Creole:Creole: When a pidgin When a pidgin

gets native speakers, the gets native speakers, the language develops and language develops and becomes a Creolebecomes a Creole

The language gains The language gains complexity in grammar.complexity in grammar.– word-orderword-order– tense markingtense marking– multi-clause multi-clause

sentencessentenceshttp://en.wikipedia.org/wiki/Syntactic_similarities_of_creoles

Child(LAD)Pidgin Creole

Derek Bickerton (Scientific American, July 1983).

Elaboration of Input Elaboration of Input LanguageLanguage Why evolve into a structurally more Why evolve into a structurally more

complex grammar?complex grammar?– Bickerton’s Answer Bickerton’s Answer

Same as Same as LennebergLenneberg’s.’s.

– Alternative Answers?Alternative Answers? A social phenomenon, driven by desire to A social phenomenon, driven by desire to

communicate?communicate?

Product of integrating features of contact Product of integrating features of contact languages over time? (Parents are native languages over time? (Parents are native speakers of full blown language)speakers of full blown language)

Limitations of Limitations of Bickerton’s EvidenceBickerton’s Evidence

More complex language could still More complex language could still be the integration and adaptation be the integration and adaptation of the contact languagesof the contact languages

Bickerton interviewed adult Bickerton interviewed adult speakers of pidgin and creolespeakers of pidgin and creole– Made assumptions about the inputMade assumptions about the input– Not an observation of the process of Not an observation of the process of

acquisitionacquisition

Home SignersHome Signers(Deaf children w/o natural language input)(Deaf children w/o natural language input)

Sample video clip of a home-signer:http://goldin-meadow-lab.uchicago.edu/Images/shovel.mov

Similar milestones as normal developing Similar milestones as normal developing childrenchildren– First words/signs 1 yearFirst words/signs 1 year– Rudimentary sentences 2 yearsRudimentary sentences 2 years– Elaborations 2;5-3 yearsElaborations 2;5-3 years

Regularities in signing where their parents do Regularities in signing where their parents do not.not.e.g.e.g.– Consistent word orderConsistent word order– Consistent inflection on words according to thematic role.Consistent inflection on words according to thematic role.


Spoken Spoken Mandarin ChineseMandarin Chinese is a VERB is a VERB friendly languagefriendly language

Spoken Spoken EnglishEnglish is a NOUN friendly is a NOUN friendly languagelanguage

Mandarin more freely drops subject & Mandarin more freely drops subject & object when inferable from context.object when inferable from context.– Frequency of verbs w/o nouns is higher in Frequency of verbs w/o nouns is higher in

Mandarin than English Mandarin than English Zheng & Goldin-Meadow, 2002


Spoken Spoken Mandarin ChineseMandarin Chinese is a is a VERB friendly languageVERB friendly language

Spoken Spoken EnglishEnglish is a NOUN friendly is a NOUN friendly languagelanguage

Deaf children with Mandarin-Deaf children with Mandarin-speaking parents vs. Deaf children speaking parents vs. Deaf children with English-speaking parents?with English-speaking parents?

Zheng & Goldin-Meadow, 2002


Spoken Mandarin Chinese & Spoken Spoken Mandarin Chinese & Spoken English differ in frequency of English differ in frequency of mentioningmentioning– Agent, figure, endpointAgent, figure, endpoint


Agent

FigureEnd point



Agent

FigureEnd point

Singleton & Newport Singleton & Newport (2002)(2002)

Child “Simon” with parents who are non-native Child “Simon” with parents who are non-native speakers of ASLspeakers of ASL– Parents learned the language in their teensParents learned the language in their teens– Both parents did not have deaf family membersBoth parents did not have deaf family members

Simon’s only exposure to ASL is his parents’Simon’s only exposure to ASL is his parents’

What’s Simon’s language like?What’s Simon’s language like?– Simon vs. his parents?Simon vs. his parents?– Simon’s parents vs. other speakers of ASL (native and non-Simon’s parents vs. other speakers of ASL (native and non-

native)native)– Simon vs. other same age native speakers of ASLSimon vs. other same age native speakers of ASL

NN = Native born to Natives, same age as Simon

Bottom-line: • Father & Mother = Late learners; worse than Native adults• BUT Simon ≈ NN

Task: Describe videos of actions (e.g., ball going into a hoop)

Genesis of a New Genesis of a New Language: Nicaraguan Language: Nicaraguan Sign LanguageSign Language(Creolization in Progress)(Creolization in Progress)

Until 70’s Nicaragua had no Until 70’s Nicaragua had no schools for the deaf and no schools for the deaf and no signed languagesigned language

Government created a Government created a school ‘77-’83: oralist school ‘77-’83: oralist schoolschool

By ’86 signed pidgin By ’86 signed pidgin emergesemerges

New children added to New children added to community at variety of community at variety of agesages http://www.pbs.org/wgbh/evolution/library/07/2/l_072_04.html

Genesis of a New Genesis of a New Language: Nicaraguan Language: Nicaraguan Sign LanguageSign Language(Creolization in Progress)(Creolization in Progress)

Separation of Manner & Path

Conflation of Manner & Path

(rolled) (down)

Where does the structure of the Where does the structure of the language come from?language come from?– – Learners: little contact with other sign Learners: little contact with other sign

systemssystems

Do younger children create the language Do younger children create the language or older more experienced kids?or older more experienced kids?– Age matters: younger learners are more Age matters: younger learners are more

fluent and grammaticalfluent and grammatical– Input matters: those who heard less mature Input matters: those who heard less mature

language are less fluentlanguage are less fluent

Genesis of a New Genesis of a New Language: Nicaraguan Sign Language: Nicaraguan Sign LanguageLanguage(Creolization in Progress)(Creolization in Progress)

psy1302 psychology of language lecture 4 & 5 bio-program for language

Documents