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Evolution of Universal Grammar
Science, 2001 Universal grammar specifies the mechanism of language acquisition. It determines the range of grammatical hypothesis that children entertain during language learning and the procedure they use for evaluating input sentences. How universal grammar arose is a major challenge for evolutionary biology.
M A, Nowak, N L, Komarova, P, Niyogi
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2002
AbstractChildren learn language through exposure to the environment. However, Chomsky's most famous and controversial hypothesis is that the child brings resources to language learning beyond those used for other sorts of learning: he claims that the ability to learn language is in part a cognitive specialization of our species, a ‘Universal Grammar ...
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AbstractChildren learn language through exposure to the environment. However, Chomsky's most famous and controversial hypothesis is that the child brings resources to language learning beyond those used for other sorts of learning: he claims that the ability to learn language is in part a cognitive specialization of our species, a ‘Universal Grammar ...
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Nature, Nurture and Universal Grammar
Linguistics and Philosophy, 2001In just a few years, children achieve a stable state of linguistic competence, making them effectively adults with respect to: understanding novel sentences, discerning relations of paraphrase and entailment, acceptability judgments, etc. One familiar account of the language acquisition process treats it as an induction problem of the sort that arises ...
Stephen Crain, Paul Pietroski
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Type Theory and Universal Grammar
2020The idea of Universal Grammar (UG) as the hypothetical linguistic structure shared by all human languages harkens back at least to the 13th century. The best known modern elaborations of the idea are due to Chomsky. Following a devastating critique from theoretical, typological and field linguistics, these elaborations, the idea of UG itself and the ...
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The Interpretation of Disjunction in Universal Grammar
Language and Speech, 2008Child and adult speakers of English have different ideas of what `or' means in ordinary statements of the form `A or B'. Even more far-reaching differences between children and adults are found in other languages. This tells us that young children do not learn what `or' means by watching how adults use `or'.
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