Language Learning

A Special Case for Developmental Psychology?

Nonfiction, Health & Well Being, Psychology, Child & Adolescent, Child Development
Cover of the book Language Learning by Christine J. Howe, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Christine J. Howe ISBN: 9781351662581
Publisher: Taylor and Francis Publication: December 6, 2017
Imprint: Routledge Language: English
Author: Christine J. Howe
ISBN: 9781351662581
Publisher: Taylor and Francis
Publication: December 6, 2017
Imprint: Routledge
Language: English

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure. It is argued that the notion is as problematic for contemporary theories of development as it was for theories of the past. Accepting this, the book attempts an in-depth study of the notions credibility.

Central to the book’s argument is the conclusion that the innateness hypothesis runs into two major problems. Firstly, its proponents are too ready to treat children as embryonic linguists, concerned with the representation of sentences as an end in itself. A more realistic approach would be to regard children as communication engineers, storing sentences to optimize the production and retrieval of meaning. Secondly, even when the communication analogy is adopted, it is glibly assumed that the meanings children impute will be the ones adults intend. One of the book’s major contentions is that a careful reading of contemporary research suggests that the meanings may differ considerably.

Identifying such problems, the book considers how development should proceed, given learning along communication lines and a more plausible analysis of meaning. It makes detailed predictions about what would be anticipated given no innate knowledge of grammar. Focusing on English but giving full acknowledgement to cross-linguistic research, it concludes that the predictions are consistent with both the known timescale of learning and the established facts about children’s knowledge. Thus the book aspires to a serious challenge to the innateness hypothesis via, as its final chapter will argue, a model which is much more reassuring to psychological theory.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure. It is argued that the notion is as problematic for contemporary theories of development as it was for theories of the past. Accepting this, the book attempts an in-depth study of the notions credibility.

Central to the book’s argument is the conclusion that the innateness hypothesis runs into two major problems. Firstly, its proponents are too ready to treat children as embryonic linguists, concerned with the representation of sentences as an end in itself. A more realistic approach would be to regard children as communication engineers, storing sentences to optimize the production and retrieval of meaning. Secondly, even when the communication analogy is adopted, it is glibly assumed that the meanings children impute will be the ones adults intend. One of the book’s major contentions is that a careful reading of contemporary research suggests that the meanings may differ considerably.

Identifying such problems, the book considers how development should proceed, given learning along communication lines and a more plausible analysis of meaning. It makes detailed predictions about what would be anticipated given no innate knowledge of grammar. Focusing on English but giving full acknowledgement to cross-linguistic research, it concludes that the predictions are consistent with both the known timescale of learning and the established facts about children’s knowledge. Thus the book aspires to a serious challenge to the innateness hypothesis via, as its final chapter will argue, a model which is much more reassuring to psychological theory.

More books from Taylor and Francis

Cover of the book A History of the Pacific Islands by Christine J. Howe
Cover of the book Urban Development in India by Christine J. Howe
Cover of the book Chaucer's Early Poetry (Routledge Revivals) by Christine J. Howe
Cover of the book Obedient Heretics by Christine J. Howe
Cover of the book Learning and Social Difference by Christine J. Howe
Cover of the book Learning and Research in Virtual Worlds by Christine J. Howe
Cover of the book Turkish-Greek Relations by Christine J. Howe
Cover of the book Vulnerable Daughters in India by Christine J. Howe
Cover of the book Japanese-Russian Relations Under Brezhnev and Andropov by Christine J. Howe
Cover of the book Realism and Tinsel by Christine J. Howe
Cover of the book Women and Children First (Routledge Revivals) by Christine J. Howe
Cover of the book Reading Joyce by Christine J. Howe
Cover of the book Equity and Trusts by Christine J. Howe
Cover of the book The Neurobiology of Cocaine Addiction by Christine J. Howe
Cover of the book Deconstructing Sexuality in the Middle East by Christine J. Howe
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy