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LING 1010 Lecture 13 Notes

by: Sarah Skinger

LING 1010 Lecture 13 Notes LING 1010

Sarah Skinger
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These notes cover what was discussed during Lecture 13: The Poverty of Stimulus Argument
Introduction to Languages and Linguistics
Hendrikus Van Der Hulst
Class Notes
LING 1010, Poverty of Stimulus, Lecture 13, Linguistics
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This 2 page Class Notes was uploaded by Sarah Skinger on Tuesday March 8, 2016. The Class Notes belongs to LING 1010 at University of Connecticut taught by Hendrikus Van Der Hulst in Spring 2016. Since its upload, it has received 47 views. For similar materials see Introduction to Languages and Linguistics in Linguistics and Speech Pathology at University of Connecticut.

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Date Created: 03/08/16
Lecture 13: The Poverty of Stimulus Argument  We can find out what babies know by observing their behavior. For example, we  can measure the rate if their sucking on a pacifier when prompted with different  stimuli. WH Movement ­ Structure Dependant  Words such as what and how can be moved around in an otherwise unchanging  phrase to create completely different meanings. o When [did the boy say] [he fell out of the tree] o [Did the boy say] when [he fell out of the tree]  The movement of auxiliary verbs also changes meaning ­ meaning is dependant  on structure o The girl is sick o Is the girl sick Poverty of Stimulus Argument  If the input is so poor that some aspects of language are not shown or  represented, but somehow the child exhibits those properties anyway, then  Chomsky concluded that those properties must be innate. Stages of Language Development  Stages differ from culture to culture because children are raised differently  Children pick up properties of language before they can say their first words  Deaf children babble with their hands  Face to face interactions with a living person are needed for a child to be able to  learn a language ­ a language learning TV program for kids really doesn’t do  anything.  Stages progress along a roughly similar timeline for all children  Stage 1 (0­8 weeks) ­ vegetative and reflexive sounds  Stage 2 (8­20 weeks) ­ laughing or cooing  Stage 3 (16­30 weeks) ­ experimenting with vocalizations  Stage 4 (25­50 weeks) ­ Reduplicative babbling  Stage 5 ­ protowords and non­reduplicative babbling  Stage 6 ­ Single words  Stage 7 ­ 2 word phrases ­ Could be pre syntax or the beginning of syntax. Could be an ability that evolved independently which we share with other species.  Telegraphic Stage ­ “Sentences” are like a telegram, they have no endings.  Grammar and syntax are developing o Ex: Daddy come home?  Languages aren’t learned, but develop (grow). Birds  Also learn their songs in stages (stepwise). If they don’t learn their song during  that time period, they never will be able to. (Critical period)  Some have innate songs (like the Cuckoo), but most have to be exposed to their  songs, listen to them, in order to learn them.


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