|Language acquisition, philosophy: here we are concerned with the exploration of the conditions and processes of language learning and the possible development of theories about this area. See also language development, language, language rules, transformational grammar, depth structures, surface structures, grammar, universal grammar, syntax, semantics, learning, memory._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
Books on Amazon:
Language Acquisition/Yu/Smith/Gärdenfors: (Yu and Smith 2012, p.3) (1) Thesis: the referential ambiguity is often exaggerated. The learning of words often occurs in the context of a direct interaction with objects.
Language acquisition/Deacon/Kirby/Hurford/Gärdenfors: Deacon (1997) (2) and Kirby and Hurford (2002) (3) Thesis: a language that survives generations must be easy to learn for children.
Gärdenfors: this epistemic criterion defines restrictions on the possible structuring of the semantics of a language. In other words, how words are learned is decisive for what they mean.
Learning: certain domains are probably more fundamental than others, especially in sensomotoric programs. Spelke (2000) (4), Spelke & Kinzler (2007) (5) have identified four core systems of knowledge:
(i) visual-spatial structures
(ii) objects and their interactions
(iii) actions and their orientation
(iv) numbers and systems of organization.
Language Acquisition/Gärdenfors: establishment thesis:
When a word is learned from a (semantic) domain during a development period, other (common) words from the same domain should be learned approximately in the same time period.
(1) Yu, C., & Smith, L. B. (2012). Embodied attention and word learning by toddlers. Department of Psychological and Brain Sciences Cognitive Science Program, Indiana University.
(2) Deacon, T. W. (1997). The symbolic species. London: Penguin Books.
(3) Kirby, S., & Hurford, J. (2002). The emergence of linguistic structure: An overview of the iterated learning model. In A. Cangelosi & D. Parisi (Eds.), Simulating the evolution of language (pp. 121–148). London: Springer.
(4) Spelke, E. S. (2000). Core knowledge. American Psychologist (November): 1233–1243.
(5) Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10, 89–96. _____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution.
The Geometry of Meaning Cambridge 2014