Understanding Language Acquisition: The Framework of LearningSUNY Press, 1 janv. 1993 - 256 pages How is language acquisition possible? How is it that humans, within a few years of birth, can speak and understand language, transcending both its limited experience and biological limitations? In this challenge to the narrow confines of psychology and philosophy, Christina Erneling argues that language acquisition results from the interaction between linguistic creativity inherent in language and a biological and social framework of learning. Erneling explains and critically analyzes the idea that language acquisition requires a meaningful "language of thought," contrasting this with Wittgenstein's ideas on language and learning. Erneling shows that the assumptions in J. Fodor's development of Chomky's ideas into a theory of "language of thought" have significantly influenced developmental theories, yet fail to resolve the conflict between linguistic creativity and the necessity of a framework for learning. She argues that the later Wittgenstein was more concerned with the conditions of learning than is generally appreciated and shows how his remarks can be developed into an alternative approach to language learning. Understanding Language Acquisition has profound implications for evaluating hidden metatheoretical assumptions, as well as for empirical research and methods for teaching language and treating language disorders. |
Table des matières
Learning Going Beyond Information Given | 7 |
HISTORICAL ATTEMPTS TO SOLVE THE PROBLEMS OF LEARNING | 15 |
SKINNER CHOMSKY FODOR AND WITTGENSTEIN | 21 |
WITTGENSTEIN | 24 |
COMMUNICATION | 26 |
THE DOMESTICATION MODEL OF LEARNING AND PRODUCTIVITY | 27 |
SUMMARY OF THE BOOK | 30 |
Fodors Theory of Learning | 35 |
LEARNING AS OSTENSIVE TEACHING | 123 |
LEARNING AS APPRENTICESHIP | 126 |
LEARNING AS OPERANT CONDITIONING | 128 |
Was Wittgenstein a Behaviorist? | 132 |
LEARNING AS ADAPTATION | 134 |
The Starting Point for Learning | 136 |
Resemblance between Wittgenstein and Piaget | 139 |
Learning How to Speak | 140 |
FODORS THEORY OF MIND | 38 |
The Productivity of Mental Processes | 39 |
The Computational Nature of the Mind | 41 |
The Language of Thought | 42 |
The Semantics of the Language of Thought | 45 |
Fodors Strong Preformist Thesis | 47 |
FODORS THEORY OF LEARNING | 49 |
THE MYTH OF LEARNING | 57 |
Problems with Fodors Account of Learning | 59 |
Learning as Computation | 64 |
Can the Language of Thought Hypothesis Really Explain Productivity? | 66 |
ARE FODORS BASIC ASSUMPTIONS TENABLE? | 67 |
Is the Language of Thought Intrinsically Meaningful? | 71 |
The Language of Thought and the Following of Rules | 77 |
LEARNING AS TRANSLATION | 78 |
IS FODORS THEORY THE ONLY REMOTELY PLAUSIBLE THEORY? | 79 |
CONCLUSION | 80 |
Wittgenstein 1 Background and the Rejection of a Language of Thought | 81 |
THE PROBLEM SITUATION | 82 |
Two Problems of Learning | 84 |
The Problem of the Framework | 86 |
DOES WITTGENSTEIN HAVE A THEORY OF LEARNING AT ALL? | 87 |
The Connection between Meaning and Learning | 89 |
WITTGENSTEIN AND THE LANGUAGE OF THOUGHT | 90 |
Rejection of the Language of Thought Thesis of Tractatus | 94 |
Criticism of Image and ActPsychology | 98 |
Wittgenstein 2 Learning is Not Based on the Language of Thought | 101 |
The Problem of the Framework | 102 |
Understanding or Grasping | 104 |
Translation as Reading | 105 |
The Private Language Argument | 107 |
Thinking | 109 |
The Problem of Productivity | 112 |
A WITTGENSTEINIAN CRITICISM OF FODOR | 114 |
Wittgenstein 3 Reconstructing a Wittgensteinian Account of Learning | 117 |
THE PROBLEM | 120 |
The Necessity of Examples Imitation and Playing | 141 |
Training and Therapy | 142 |
The Limits of Learning | 143 |
CONCLUSION | 144 |
Fodors Criticism of Wittgenstein | 145 |
Problems with Wittgensteins Account | 147 |
The Domestication Model of Language Acquisition | 149 |
THE DOMESTICATION MODEL | 151 |
IS LANGUAGE SPECIESSPECIFIC? | 157 |
THE BRAIN | 159 |
SPEECH PERCEPTION | 164 |
SPEECH PRODUCTION | 166 |
Voluntary Control and Automatization | 169 |
SYNTACTICAL SKILLS | 171 |
SEMANTICAL SKILLS | 175 |
Imitation | 176 |
Play | 180 |
THE ACQUISITION OF LANGUAGE GAMES | 185 |
Symbiosis | 187 |
Peekaboo | 189 |
CONCLUSION | 193 |
Later Learning | 194 |
Concluding Remarks | 195 |
Conclusion The Framework and Productivity of Learning | 197 |
IS THE DOMESTICATION MODEL AN IMPROVEMENT OVER OTHER THEORIES? | 198 |
The Problem of the Framework | 199 |
The Evolution of Language | 201 |
The Framework and Productivity | 204 |
The Content of the Framework | 206 |
Is the Domestication Model an Explanatory Theory? | 207 |
Concluding Remarks | 208 |
GENES AND JEANS | 209 |
NOTES | 211 |
237 | |
251 | |
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Expressions et termes fréquents
account of learning acquired acquisition of language adult behavioristic biological brain Broca's area chapter child chimpanzees Chomsky claim cognitive combined communication computational concepts context creativity criticism discussion Domestication Model empirical environment example experience explain Fodor Fodor's theory framework function Furthermore G. E. M. Anscombe going beyond information Hence holism human hypothesis Ibid idea imitation infant information given innate language involves knowledge language acquisition language games language learning language of thought language-game later Wittgenstein learning a language limited linguistic meaning mental processes mind Model of learning natural language nidifuge Noam Chomsky ostensive definition Philosophical Investigations Piaget Plato play presupposes private language private language argument problem of productivity problems of learning psychology rejects representation role rules seems semantical skills sensation sense similar Skinner sociolinguistic speak specific speech perception speech sounds structure theory of learning thing tion Tractatus understanding Vygotsky Wittgen Wittgenstein's account words