Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
11 Cards in this Set
- Front
- Back
Goldin-Meadow
|
Goldin-Meadow (1997): Home Signing
give vs. eat vs. sleep, predicate frames, thought can be developed w/o language |
|
Tomasello
|
Tomasello (2000): Verb Island Demonstration
ernie + big bird + meeking, joint product alternative, children stick close to input |
|
Marcus et al.
|
Marcus et al. (1999): Algebraic Rule Learning
ABB vs. ABA, infants preferred inconsistent sentences |
|
Stiles et al.
|
Stiles et al.: Pre- and Perinatal Strokes on Development
brain plasticity in infancy |
|
Pinker
|
Pinker (1994): Language Instinct Proposal
language is like spider web |
|
Gold's Theorem
|
Gold's Theorem (1967)
complex languages cannot be learned on the basis of positive evidence alone; supports poverty of stimulus argument |
|
Peal & Lambert
|
Peal & Lambert (1962)
bilinguals pwn monos on cognitive tasks |
|
Ben-Zeev
|
Ben-Zeev (1997)
bilinguals pwn monos at tasks that involve finding rules and determining when to use those rules |
|
Bialystok
|
Bialystok
bilinguals better than monos at controlling attention - executive functions |
|
Arguments for UG
|
1. Poverty of the stimulus
2. Parameter setting 3. Absence of "embarrassing errors" 4. FOXP2 |
|
Arguments for Learning
|
1. Children initially stick close to input
2. Pattern detection and intention detection |