Progress, but not a full solution to the logical problem of language acquisition

Datos Bibliográficos

ID20366995
AutoresErika Hoff (0000-0002-5850-6958, Atlantic University, autor de correspondencia)
Año2004
Volumen31
Número4
Páginas923-926
Fecha de publicación2004-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Child Language (JOURNAL)
Identificadores de la revistaISSN: 0305-0009 • E-ISSN: 1469-7602
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0305000904006361
PMID15658753
OpenAlexW2116550128
IdiomaEN
Citas recibidas1
Referencias citadas9

MacWhinney argues that the logical problem of language acquisition is no longer. It was a problem back in the 1970s when the guiding premises of the field were that language structure is highly abstract, that the child's input is a poor source of information about grammar, and that the child's learning mechanisms are inadequate to bridge the gap between the input the child receives and the grammar the child acquires. Now, however, we have new linguistic theories which show that language structure is not abstract but arises from cognition, and we have evidence that input is a rich source of information, and we have reason to believe that the child has a powerful array of learning procedures at his or her disposal. The gap between input and acquisition thought to exist in the 1970s has been closed, and thus, MacWhinney argues, there is no need to attribute innate linguistic knowledge to the child

Cognition · Cognitive science · Grammar · Language acquisition · Linguistics · Logical reasoning · Second-language acquisition · Child and Animal Learning Development · Computer Science · Language Development and Disorders · Philosophy · Psychology · Reading and Literacy Development · Artificial Intelligence