8-31-11 - Lecture: Language Continued Nativist...

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Unformatted text preview: 8/31/11 Lecture: Language Continued Nativist and Blank slate theories are subject to problems Interactionist Theories o Claim: Child comes into the world with language acquisition device (LAD) Domain specific learning mechanism Set of build ­in rules (tacit/explicit rules) • “internal grammar” we are not aware of Universal pattern of development Input is necessary for LAD to work o Evidence for LAD: domain ­specificity Neural basis of language (ERP, fMRI) • Splits brain into 2 part/systems o Inferior frontal gyrus (IFG) Broca’s area Syntax and grammar Lang. prduction o Posttherior superior temporal solpis (PSTS) Semantics (meaning) Language comprehension Brain damage • Broca’s Aphasia o Hard time producing sentences o Sometimes make meaningful sentences • Wemick’s Aphasia o Produce language well (babble a lot) o No meaning to sentences Sensitive/Critical Periods • Isolated children o Genie ­ left isolated until 13yo; even after intense language therapy she never acquired grammar (missed sensitive period) o Isabelle ­ mom with a mental handicap and absent grandfather, isolated until 6 yo; after 18 months of language therapy they developed normal language and grammar for her age • Second language acquisition o Measured people’s grammatical ability after being in America for 10 years when they arrived at different ages o Native speakers have perfect grammar o 3 ­7 yo: perfect grammar o 8 ­10 yo: slightly lower grammar ability o 11 ­15 yo: even lower grammar ability o 17 ­39 yo: very low grammar ability o Prediction: if there is no sensitive period, all these individuals would have the same grammatical ability after being in the country for 10 years, but they do not. The older they are the farther they are away from this sensitive period and the less they acquire grammar o Evidence for LAD: built ­in rules Wug test • Wug ­word that child has never heard before, but they still appy rules to it (conjugations, punctuation, etc.) to construct new words from it. • Video o Kids conjugate words that shouldn’t be conjugated o Kids over extend rules ­ conjugate irregular verbs o “toma” plural (add –s), past tense (add “ ­ed”) o when explaining a story in past tense they apply these rules (“drawed” instead of “drew”) o kids have an instinct for language ...
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This note was uploaded on 09/03/2011 for the course PSYCH PSY 105 taught by Professor Cohen during the Spring '11 term at UCSB.

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