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PubMed1994

Is nativism sufficient?

The past and present state of the empiricism-nativism issue is analysed. Empiricist philosophical doctrine ('no innate ideas') distinguished idea from structure or mechanism. However, Chomsky's conception of innate linguistic universals erased this distinction. The elimination left would-be empiricists without a coherent and defensible position. I argue that the issue remains alive primarily because of tension between two scientific tasks that face students of development. One is to discover what is cognitively and linguistically primitive, a task that encourages nativism. However, nativism is ultimately unsatisfactory because it systematically neglects the other task, which is to account for development, including the emergence of postulated innate primitives. To account for such primitives, it is necessary to relate them to particular central nervous system structures in such a way as to explain how the structure has the particular cognitive effects that define the primitive. That is likely to be difficult, and I show how the study of learning--much neglected in recent years--can help by reducing the number and type of innate primitives whose origin must be explained in that way.

Attention↗
PubMed1993

Lexical and prosodic cues in the comprehension of relative certainty.

This study examined the development of children's comprehension of the use of intonation and belief verbs to mark the relative certainty with which a speaker makes a statement. Subjects were presented with a task in which they had to guess the location of an object hidden in one of two boxes over a series of trials. As clues to location, the children were presented with contrasting pairs of statements by two puppets. In the first experiment with 30 children at each of three, four, five and six years of age, statements in each pair differed either with respect to the belief term included - know, think or guess - or with respect to terminal pitch contour - rising or falling. Results showed that three-year-olds did not use any information reliably to determine the location of the object, four-year-olds treated falling pitch as a more reliable indicator of location than rising pitch, and older children responded on the basis of the belief terms but not on the basis of prosody. In Experiment 2, 40 children at each of three, four and five years heard statements which differed with respect to both belief verbs and prosody. In one condition falling intonation was paired with the more certain belief term in each pair, and rising intonation with the less certain pair. In a second condition, the pairings were reversed. Results showed that, while four-year-olds could tell the difference between know and think, they could not use intonation information to determine the location. Five-year-olds used both lexical and prosodic information, with prosodic cues modulating the effects of lexical. Taken together, these experiments show that prosodic and lexical cues start to be used by children to interpret relative speaker certainty at about the same time developmentally, but that lexical cues initially appear to dominate while prosodic ones modulate their effects. Finally, it is argued that children's understanding of prosody will be best revealed in contexts in which they are required to respond to the pragmatic function of verbal stimuli rather than to the lexical content.

Age Factors↗
PubMed1993

Perfecting research techniques in an imperfect world: response to MacWhinney & Snow.

Edwards (1992c) concerns data and data use rather than manuals. It presents principles to facilitate reliable archive research in an imperfect world. MacWhinney & Snow (1992) endorse the principles but disagree on important details, discussed in this response. M&S underrate the impact of corpus inconsistencies on substantive conclusions. Since acquisition research concerns events which often trickle in a few at a time, main findings often involve a handful of examples, so overlooking a single early variant can seriously skew results. Until archives become perfect, if they do, type-token listings can help in identifying variants before computer search and avoiding this hazard.

Child Language↗
PubMed1994

Addressee co-operation and request reformulation in young children.

The purpose of the present study was to show that children under age 3;0 are capable of reformulating requests in different ways depending on how their addressee responds to the request. This adaptive ability is considered to be an indication of the use of both communicative and conversational skills. Children from French-speaking families were observed at two developmental thresholds: the end of the prelinguistic period (1;6) and the start of the linguistic period (2;6). The verbal and nonverbal outputs of the two groups of 12 children (1;6 and 2;6) were compared in three object request situations: the adult immediately complies with the request (satisfaction), the adult asks a clarification question (clarification), and the adult refuses to comply with the request (refusal). The ways in which the children adapted to each situation were found to be similar at the two ages considered. In the clarification situation, vocal productions and their repairs were more numerous, whereas in the refusal situation, non-reformulations and gazes to and from the requested object and addressee predominated. The discussion deals with the significance of these results in the development of communicative and conversational skills in children.

Child Development↗
PubMed1995

Relevance and definition.

The study examined whether the use of superordinate terms in children's definitions was predicted by relevance theory. Two hundred and six children aged five to ten years gave definitions for 16 basic-level words and four superordinate words from natural kind and artefact semantic domains. Superordinate terms were used more frequently when they supported more inferences. This was evidenced by their more frequent use in natural kind than in artefact domains, and more frequent use when the superordinate was itself defined by a semantically complex expression. When used, superordinates also usually occurred at the beginning of the definitional expression. It is argued that these findings reflect the speaker's intention to achieve optimal relevance, that is, to achieve maximum contextual effects with the least processing effort.

Child↗