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The logical problem of language learning, Supported by three arguments,…
The logical problem of language learning
Related to syntactic phenomena
How can children reach the final state of L1 development with complete success given the complexity of the linguistic system?
Supported by three arguments
2. Constraints and principles cannot be learned
Lack of negative evidence
Children acquire
a first language at an age when such abstractions are beyond their comprehension
Innate principles lead
children to organize the input they receive only in certain ways
They are outside the realm of learning processes which are related to general intelligence.
1. Children’s knowledge of language goes beyond what could
be learned from the input they receive
Poverty-of-the-stimulus argument
Children often hear incomplete or ungrammatical utterances along with grammatical input
Children are recipients of simplified input from adults
They are able to filter
the language
Children’s linguistic
competence includes knowledge of which sentences are not possible
L1 linguistic input to children a positive evidence
Children seldom receive any negative evidence, or correction.
3. Universal patterns of development cannot be explained by
language-specific input
Linguistic input always consists of the sounds, words, phrases, sentences,
and other surface-level units of a specific human language
People who are speaking different languages can’t understand one another
Language universals are innate representations in every young child’s mind.
Kiyen Bulnes C.