Theories of Language Theories of Language DevelopmentDevelopment

NatureNature oror Nurture?Nurture?

Study Guide QuestionsStudy Guide Questions1.1. Which theory of language acquisition do you Which theory of language acquisition do you

support? Why? Consider the nature-nurture support? Why? Consider the nature-nurture continuum, strengths, and limitations of your continuum, strengths, and limitations of your theory. theory.

2.2. Know your definitions!Know your definitions!

3.3. Speech, language, and communication are Speech, language, and communication are different aspects of the same process. Contrast different aspects of the same process. Contrast these.these.

4.4. Describe each of the 5 parameters of Describe each of the 5 parameters of communication. Place them in Bloom & Lahey’s communication. Place them in Bloom & Lahey’s (1988) model.(1988) model.

Chinn & Brewer, 1993Chinn & Brewer, 1993

Response options when confronted with anomalous data that challenge beliefs:

1. Ignore it

2. Reject it

3. Exclude it

4. Hold it in abeyance

5. Reinterpret it

6. Make a peripheral

7. Make a central change

Psycholing:Psycholing:

SyntacticSyntactic

Psycholing:Psycholing:

Sem/CogSem/Cog

SociolinguisticSociolinguistic BehavioralBehavioral

Lang Lang FormForm

Syntactic units Syntactic units (nouns, verbs)(nouns, verbs)

Semantic Semantic units (agents, units (agents, objects)objects)

Speech actsSpeech acts

(requesting, (requesting, commenting)commenting)

Functional Functional units (mands, units (mands, tacts)tacts)

Method Method of Acqui-of Acqui-sitionsition

LAD: universal LAD: universal phrase phrase structure rules structure rules used to used to decipher decipher transformational transformational rulesrules

Universal Universal cognitive cognitive structures structures nonlinguistic nonlinguistic relationships relationships semantic semantic relationshipsrelationships

Reaction Reaction preverbal preverbal intentionintention verbal formverbal form

Selective Selective reinforcementreinforcement

Environ-Environ-mentalmental

InputInput

MinimalMinimal Cognitive Cognitive relationships relationships established established thru active thru active involvement involvement with the env’twith the env’t

Interaction Interaction modeling & modeling & feedbackfeedback

Reinforcement Reinforcement & extinction; & extinction; modelingmodeling

NatureNature

NurtureNurture

Behavioral TheoryBehavioral Theory Language is considered is a subset of other Language is considered is a subset of other

learned behaviorlearned behavior Language is learned or condition through Language is learned or condition through

association between meaning & word, word & association between meaning & word, word & phoneme, statement & responsephoneme, statement & response

Language is conditioned through association Language is conditioned through association between a stimulus and the following response between a stimulus and the following response (S(SR)R)

The strength of the stimulus-response bond The strength of the stimulus-response bond determines the probability of occurrencedetermines the probability of occurrence

Complexity occurs through chains of SComplexity occurs through chains of SR R sequencessequences

Operant ConditioningOperant Conditioning

Reinforcer: any event that increases the Reinforcer: any event that increases the probability of occurrence of preceding probability of occurrence of preceding behaviorbehavior

Punisher: any event that decreases the Punisher: any event that decreases the probability of occurrence of preceding probability of occurrence of preceding behaviorbehavior

Learning/operant conditioning: the Learning/operant conditioning: the resultant behaviorresultant behavior

Complex BehaviorComplex Behavior Shaping: gradual modification through Shaping: gradual modification through

reinforcement of ever-closer (successive reinforcement of ever-closer (successive approximation)approximation)

Chaining: a sequence of behaviors is trained in Chaining: a sequence of behaviors is trained in such a way that each step serves as a such a way that each step serves as a stimulus for the nextstimulus for the next

Based on:Based on: modeling modeling imitation imitation practicepractice chainingchaining

Language AcquisitionLanguage Acquisition Language is modified by the environmentLanguage is modified by the environment Examples:Examples:Need for attention Need for attention vocalization vocalization selective selective

reinforcement of English soundsreinforcement of English soundsMother’s presence Mother’s presence “mama” “mama” Mother Mother

responds responds Complex responses are learned through Complex responses are learned through

successive approximation: successive approximation: Model “do you want a cookie or an apple?” Model “do you want a cookie or an apple?”

cookie … cookie please … want cookie cookie … cookie please … want cookie please… may I have a cookie please please… may I have a cookie please receives cookie receives cookie

Grammar develops through the learning of Grammar develops through the learning of sentence framessentence frames

Words or phrases fill “slots”Words or phrases fill “slots” The environment provides the original The environment provides the original

motivation motivation Through chaining one unit is the stimulus for Through chaining one unit is the stimulus for

the next which in turn is the stimulus for the the next which in turn is the stimulus for the next unitnext unit

Mealtime: I Mealtime: I want want supper. I supper. I like like dessert dessert

LimitationsLimitations

Limited direct parent reinforcementLimited direct parent reinforcement Grammatical errors are ignoredGrammatical errors are ignored Ignores meaning and contentIgnores meaning and content Imitation is infrequent and limited to new words Imitation is infrequent and limited to new words

and stabilizing formsand stabilizing forms Children produce words and structures they Children produce words and structures they

have never heardhave never heard Fails to explain the generative aspects of Fails to explain the generative aspects of

languagelanguage Does not consider what the child brings to the Does not consider what the child brings to the

tasktask

Contributions Contributions

Takes the environment in to Takes the environment in to considerationconsideration

Contributed to sociolinguistic theoryContributed to sociolinguistic theory Processes have contributed to Processes have contributed to

intervention strategies used to remediate intervention strategies used to remediate behaviors such as speech and language behaviors such as speech and language disordersdisorders

Sociolinguistic TheorySociolinguistic Theory Language is a process of socializationLanguage is a process of socialization The goal is effective communication – The goal is effective communication –

language is acquired because it is efficient and language is acquired because it is efficient and effective.effective.

The child learns to understand the rules of The child learns to understand the rules of dialogue, not semantics or syntaxdialogue, not semantics or syntax

Language is mapped onto communicationLanguage is mapped onto communication Social interactions and social relationships Social interactions and social relationships

provide the framework for decoding and provide the framework for decoding and encoding language encoding language

Social interactions and social Social interactions and social relationships provide the framework for relationships provide the framework for decoding and encoding language decoding and encoding language

Focus is on the communication unit that Focus is on the communication unit that is required to convey the information (the is required to convey the information (the whole rather than the parts)whole rather than the parts)

Speech-Act Theory Speech-Act Theory Language is used for intrapersonal and Language is used for intrapersonal and

interpersonal purposesinterpersonal purposes Speech acts have Speech acts have propositional forcepropositional force (i.e., (i.e.,

meaning) and meaning) and illocutionary forceillocutionary force (i.e., (i.e., intention)intention)

Primitive Speech Acts (Primitive Speech Acts (PSAPSA)) allow the child to allow the child to use the same utterance for multiple purposesuse the same utterance for multiple purposes

PSAs develop into adult pragmatic acts PSAs develop into adult pragmatic acts governed by syntactic and semantic structuresgoverned by syntactic and semantic structures

Primitive Speech Acts (Dore, 1974)Primitive Speech Acts (Dore, 1974) Universal, single gesture or vocal/verbal Universal, single gesture or vocal/verbal

pattern that conveys intentionpattern that conveys intention1.1. requesting action: requesting action: gimmegimme

2.2. Protesting: Protesting: nono

3.3. Requesting answer: Requesting answer: hunh?hunh?

4.4. Labeling: Labeling: cookiecookie

5.5. Answering: Answering: minemine

6.6. Greeting: Greeting: bye-byebye-bye

7.7. Repeating: imitation of Repeating: imitation of uh-ohuh-oh

8.8. Practicing: Practicing: allgone, allgone, allgoneallgone, allgone, allgone

9.9. Calling: Calling: mom!mom!

Limitations Limitations

does not adequately explain language does not adequately explain language acquisitionacquisition how does the child learn referents and how does the child learn referents and

meaningmeaning how does the child acquire syntaxhow does the child acquire syntax no common classification system for no common classification system for

communication actscommunication acts

Contributions Contributions

emphasizes language functionemphasizes language function incorporates a model of learning that is incorporates a model of learning that is

grounded in the child-parent relationship: grounded in the child-parent relationship: input, modeling, and feedbackinput, modeling, and feedback

Psycholinguistic Theory: A Psycholinguistic Theory: A Semantic/Cognitive ModelSemantic/Cognitive Model Syntax is not enough – the meaning of individual

words, word combinations and sentences is important too.

Language structure should be examined in relation to intended meaning while taking linguistic and non-linguistic context into account (i.e., rich interpretation)

Child grammar is semantic, not syntactic The semantic relationships are expressed through

simple word order rules initially. Simple word or rules underlie syntax and are later

replaced by syntactic rules.

Simple word or rules underlie syntax and are later replaced by syntactic rules.

Mental experience and cognitive development are what are universal/innate

Syntactic rules are not innate. Utterances represent mental experience

(i.e., cognitive development). It is an “information-processing

approach” (Reber, 1973)

Basic RelationshipsBasic Relationships Ability to represent objects and events not

perceptually available Cognitive structures and operations related to

Space and time (where and when) Action classification (transitive vs intransitive) Embedding of action patterns within each other (bowling,

tying a bow) Object permanence and constancy (symbolic

representation) Relationships between objects and action (causitives) Construction of a model of one’s own perceptual space

(this and that; diexis)

Ability to derive linguistic-processing strategies

from general cognitive structures and processes Ability to formulate concepts and strategies to serve

as structural components for the linguistic rules. Visual attention to and discrimination of location,

action, agent, and objects Discrimination of animate and inanimate objects. Receptive language skills – produce only those

linguistic forms of which they have former knowledge. (but…)

Knowledge of persons, social categories and events

Example of Language Example of Language ClassificationClassification

Case Grammar (Fillmore, 1968) 7 major universal cases:

Agentative: The girl runs Dative: Give it to the girl Experiencer: The girl is happy Factitive: The author wrote a poem Instrumental: The author wrote with a pen Locative: The author wrote in her office Objective: The author hit her computer

Limitations Limitations

Cognition alone does not adequately account for acquisition

not all children with normal cognition acquire language

language can precede cognition (“actually, probably”, songs)

Some aspects of linguistic development can only be explained by earlier linguistic input (i.e., not cognitive development)

Model reflects an adult perspective even

though generated in observation of child productions

Link between cognitive abilities and language acquisition is not adequately explained

why do cognitive concepts become linguistically encoded

does not take into account the basic nature and purpose of children’s communication within social contexts

Contributions Contributions

Its description of child language resembles actual early child production

Links adult and child language Links language development to child

development

Linguistic TheoryLinguistic Theory

Basic Tenet: ChomskyBasic Tenet: Chomsky Growth is believed to be guided by an Growth is believed to be guided by an

underlying genetic program (Ritchie & underlying genetic program (Ritchie & Bhatia, 1999) Bhatia, 1999)

Genetic program guides language Genetic program guides language acquisition and only with growth and acquisition and only with growth and maturation will children acquire adult like maturation will children acquire adult like grammar (Wexler, 1998). grammar (Wexler, 1998).

Development of a TheoryDevelopment of a Theory

1950’s – 1960’s: Phrase Structure and 1950’s – 1960’s: Phrase Structure and Transformational RulesTransformational Rules

Purpose: “to provide a finite set of universal Purpose: “to provide a finite set of universal rules from which all language generate rules from which all language generate an almost infinite number of sentences” an almost infinite number of sentences” (p. 40).(p. 40).

Phrase Structure RulesPhrase Structure Rules Universal basic relationship among Universal basic relationship among

constituentsconstituents Noun phrasesNoun phrases Verb phrasesVerb phrases Adverbial phrasesAdverbial phrases Adjectival phrasesAdjectival phrases

Transformational RulesTransformational Rules Govern the specific arrangement of Govern the specific arrangement of

phrase structure elements based on a phrase structure elements based on a specific language (not universal)specific language (not universal)

Transformational rules specify an Transformational rules specify an underlying relationship between surface underlying relationship between surface and deep structure and between and deep structure and between various surface structuresvarious surface structures

1990’s – 2000’s: Minimalism1990’s – 2000’s: MinimalismLemma (interface btw concepts & words)

Phonological Form

Logical Form

Spellout

LimitationsLimitations

Ignores phonology, semantics & Ignores phonology, semantics & pragmaticspragmatics

Does not address 1- and 2-word Does not address 1- and 2-word developmentdevelopment

Based on adult grammarBased on adult grammar Not wholistic –doesn’t incorporated other Not wholistic –doesn’t incorporated other

aspects of developmentaspects of development ““LAD” is inadequate to describe innate LAD” is inadequate to describe innate

mechanismsmechanisms

ContributionsContributions

Because of linguistic theory other Because of linguistic theory other theories must account for:theories must account for: Detailed syntaxDetailed syntax cross-linguistic similarities and cross-linguistic similarities and

differencesdifferences Generative nature of languageGenerative nature of language Internally driven growthInternally driven growth

EmergentismEmergentism

Replaces the dichotomy of nature and nurtureReplaces the dichotomy of nature and nurture Based on interactions of general cognitive Based on interactions of general cognitive

processesprocesses Language development depends on the Language development depends on the

interaction of many genes together with interaction of many genes together with experienceexperience

Language is grounded in the physical body Language is grounded in the physical body experience, the brain, and social interactionexperience, the brain, and social interaction

Cognitive architecture: organization and structure Cognitive architecture: organization and structure at 3 levels:at 3 levels:

1.1. Neuron: properties of neurons Neuron: properties of neurons

2.2. Local: layers of cortex, cell density, interconnectionLocal: layers of cortex, cell density, interconnection

3.3. Global: connections between lobes Global: connections between lobes

TimingTiming Of input, brain development & learningOf input, brain development & learning Gradual improvements in memory/cog skills have the Gradual improvements in memory/cog skills have the

effect of limiting language processing in exactly the right effect of limiting language processing in exactly the right

way to enable a child’s brain to start small and hanway to enable a child’s brain to start small and handle dle increasingly complex informationincreasingly complex information

Result of evolution and embryologyResult of evolution and embryology

LimitationsLimitations

Requires complicated mental models to Requires complicated mental models to explain processing of linguistic explain processing of linguistic informationinformation

Models are just as complicated as Models are just as complicated as nativist linguistic modelsnativist linguistic models

Gaps in defining what language Gaps in defining what language knowledge isknowledge is

ContributionsContributions

Product of the function of the human Product of the function of the human brain consistent with other cognitive skills brain consistent with other cognitive skills and learning mechanismsand learning mechanisms

Recognizes that language is a special Recognizes that language is a special form of informationform of information

What is your theory of What is your theory of language acquisition? language acquisition?