Curriculum Vitae Diane C. Lillo-Martin
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THE UPS and DOWNS of CHILD LANGUAGE: Experimental Studies
THE UPS AND DOWNS OF CHILD LANGUAGE: Experimental Studies on Children’s Knowledge of Entailment Relations and Polarity Phenomena By Andrea Gualmini Dissertation submitted to the faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2003 Advisory Committee: Professor Stephen Crain, Chair/Advisor Professor Norbert Hornstein Professor Paul M. Pietroski Professor Rosalind Thornton Professor John F. Horty, Dean’s Representative © Copyright by Andrea Gualmini 2003 ABSTRACT Title of the Dissertation: The Ups and Downs of Child Language Andrea Gualmini, Doctor of Philosophy, 2003 Dissertation directed by: Stephen Crain, Professor Department of Linguistics Downward Entailment is a semantic property common to many linguistic expressions across natural languages (Ladusaw, 1979). This dissertation takes downward entailment as a yardstick in assessing children’s semantic competence. First, downward entailment is used as a case study for several alternative models of language acquisition, including those recently proposed by Tomasello (2000) and by Pullum and Scholz (2002). According to these researchers, children are initially conservative, and tend to (re)produce linguistic expressions that they have experienced in the input. Even at later stages, when children form generalizations, children’s linguistic generalizations are directly tied to the input, i based on domain general learning mechanisms. These models are contrasted with one based on the principles and parameters of Universal Grammar. In an experimental study using the Truth Value Judgment task (Crain and Thornton, 1998), these alternative models are put to a test by investigating a phenomenon that displays a mismatch between the data available to the child and the semantic competence the child acquires, namely the interaction between downward entailment and c-command. -
Quintopozosd022.Pdf
Copyright by David Gilbert Quinto-Pozos 2002 The Dissertation Committee for David Gilbert Quinto-Pozos Certifies that this is the approved version of the following dissertation: Contact Between Mexican Sign Language and American Sign Language in Two Texas Border Areas Committee: Richard P. Meier, Supervisor Susan Fischer Lisa Green Madeline Maxwell Keith Walters Contact Between Mexican Sign Language and American Sign Language in Two Texas Border Areas by David Gilbert Quinto-Pozos, B.S., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May, 2002 Dedication To Mannie, who has been there every step of the way. Also, to my parents, Gilbert and Gloria, for their undying love and support. Acknowledgements This research has been supported by a grant (F 31 DC00352-01) from the National Institute on Deafness and Other Communication Disorders (NIDCD), National Institutes of Health (NIH), to the author. I am eternally grateful to many people who have contributed to this project. Without the involvement of Deaf participants, language consultants, colleagues who have discussed this work with me, and the love and support of my family and friends, this work would not have been possible. In particular, I would like to express my thanks to the Deaf participants, who graciously agreed to share samples of their language use with me. Clearly, without the willingness of these individuals to be involved in data collection, I could not have conducted this study. -
The Growth of Language: Universal Grammar, Experience, and Principles of Computation
G Model NBR-2698; No. of Pages 18 ARTICLE IN PRESS Neuroscience and Biobehavioral Reviews xxx (2017) xxx–xxx Contents lists available at ScienceDirect Neuroscience and Biobehavioral Reviews journal homepage: www.elsevier.com/locate/neubiorev Review article The growth of language: Universal Grammar, experience, and principles of computation a,∗ b c d e,f Charles Yang , Stephen Crain , Robert C. Berwick , Noam Chomsky , Johan J. Bolhuis a Department of Linguistics and Department of Computer and Information Science, University of Pennsylvania, 619 Williams Hall, Philadelphia, PA 19081, USA b Department of Linguistics, Macquarie University, and ARC Centre of Excellence in Cognition and its Disorders, Sydney, Australia c Department of Electrical Engineering and Computer Science and Department of Brain and Cognitive Sciences, MIT, Cambridge, MA 02139, USA d Department of Linguistics and Philosophy, MIT, Cambridge MA, USA e Cognitive Neurobiology and Helmholtz Institute, Departments of Psychology and Biology, Utrecht University, Utrecht, The Netherlands f Department of Zoology and St. Catharine’s College, University of Cambridge, UK a r t i c l e i n f o a b s t r a c t Article history: Human infants develop language remarkably rapidly and without overt instruction. We argue that the Received 13 September 2016 distinctive ontogenesis of child language arises from the interplay of three factors: domain-specific prin- Received in revised form ciples of language (Universal Grammar), external experience, and properties of non-linguistic domains 10 November 2016 of cognition including general learning mechanisms and principles of efficient computation. We review Accepted 16 December 2016 developmental evidence that children make use of hierarchically composed structures (‘Merge’) from the Available online xxx earliest stages and at all levels of linguistic organization. -
Updated September 2016 Janet Dean Fodor CURRICULUM VITAE Address
updated September 2016 Janet Dean Fodor CURRICULUM VITAE Address: Ph.D. Program in Linguistics Graduate Center of the City University of New York 365 Fifth Avenue, New York, NY 10016 Telephone: 212-817-8502 Education: B.A. 1964 Oxford University (Psychology and Philosophy) M.A. 1966 Oxford University Ph.D. 1970 Massachusetts Institute of Technology (Linguistics) Employment: 1967-68 Assistant Lecturer, University College, London 1968-69 Research Fellow, Tutor, Cambridge University 1970-71 Lecturer and Research Associate, Massachusetts Institute of Technology 1971-72 Visiting Lecturer (3/4 time), Harvard University; Research Associate (1/4 time), Massachusetts Institute of Technology 1970-72 Visiting Lecturer, Harvard Summer School (Summers) 1973-76 Assistant Professor, University of Connecticut 1974 Faculty, Linguistics Institute; University of Massachusetts (Summer) 1976-81 Associate Professor, University of Connecticut (Tenure granted 1979) 1978 Visiting Scholar, Massachusetts Institute of Technology (Spring) 1980 Visiting Scholar, Stanford University (Spring) 1981-86 Professor, University of Connecticut 1985 Visiting Scholar, Center for the Study of Language and Information, Stanford University (Spring) 1985-86 Joint appointment, Department of Psychology, University of Connecticut 1986- Distinguished Professor, Graduate Center of the City University of New York (Current Position) 1987 Visiting Lecturer, University of Toronto (Summer) Field of Specialization: Linguistics Research Interests: Psycholinguistics: Sentence processing, language learnability, prosody Professional Societies: Linguistic Society of America (President 1997) Association for Computational Linguistics Scholarships and Grants: State Scholarship, U.K., 1961-64 Fulbright Travelling Fellowship, 1964-65 University of Connecticut Faculty Summer Fellowship, 1976 N.S.F. Local Course Improvement grant, 1977-79 A.C.L.S. grant, July 1, 1979 to May 31, 1980 "Parsing models for natural language" Alfred P. -
Disjunction and Conditional in Child Mandarin Yi
Disjunction and Conditional in Child Mandarin Yi (Esther) Su and Stephen Crain Macquarie University This study investigates 3-5-year-old Mandarin-speaking children’s interpretation of disjunction word huozhe ‘or’ in ruguo-conditional sentences. Specifically, we assessed children’s knowledge of a semantic principle conforming to first order logic, namely that disjunction licenses a conjunctive entailment when it appears in the antecedent clause of a conditional, but not in the consequent clause. The results reveal young children’s mastery of this semantic principle in Mandarin Chinese. In particular, children demonstrated adult-like knowledge of the different truth conditions of disjunction in the two clauses of conditional sentences. Together with previous psycholinguistic findings (Crain 2008), the data suggest that the interpretation of logical words in child language sometimes conforms to classical logic. This, in turn, provides further evidence for logical nativism (Crain & Khlentzos 2008, 2010), according to which children draw upon an innate knowledge of logical expressions such as disjunction and conditional at the initial stage of language acquisition. 1. Introduction Logical connectives such as and, or, so, because, and if can be used to express logical relationships, upon which formal principles of reasoning and logical systems are based. Over the past four decades, children’s knowledge of these connectives has attracted considerate attention from scholars interested in the logical competence and development of the human mind (see e.g. Piaget 1969, Johnson-Laird & Byrne 2002, Braine & Rumain 1983 among others). It is widely believed, however, young children’s initial interpretations of these expressions are not based on their logical counterparts (see e.g. -
Edward S. Klima
CURRICULUM VITAE EDWARD S. KLIMA Research Scientist and Adjunct Professor Laboratory for Cognitive Neuroscience The Salk Institute for Biological Studies La Jolla, California 92037 Professor of Linguistics (Emeritus) University of California, San Diego La Jolla, California 92093 EDUCATION Harvard University Ph.D., Linguistics 1965 University of Paris and College de France Linguistics 1955-1956 Harvard University M.A., Linguistics 1955 University of Iceland Linguistics 1953-1954 Dartmouth College B.A., Linguistics 1953 HONORS AND AWARDS Distinguished Scientific Contribution Award of the American Psychological Association for 1992, presented at APA in Toronto, Canada, 1993. Most Outstanding Book in the Behavioral Sciences Award, 1979, Association of American Publishers, Professional and Scholarly Publishing Division, for The Signs of Language, Harvard University Press. Theoretical Issues in Sign Language Research Meeting in Boston, 1990: “In Honor of Ursula Bellugi and Edward S. Klima.” Javits Neuroscience Investigator Award, National Institute of Neurological Diseases and Stroke, and Pepper Award, National Institute of Deafness and Communication Disorders: Co- Principal Investigator of Spatial Cognition and Spatial Language, NIH, 1985-1992. MERIT Award, National Institute of Child Health and Human Development: Co-Principal Investigator of Language, Modality, and the Brain, NIH, 1988-1998. ACADEMIC POSITIONS University of California Professor of Linguistics 1967-92 San Diego, CA Department Chairman 1971-75 Director, Center for Research in Language in Language Acquisition 1975-85 June 25, 2007 Page 1 The Salk Institute for Biological Studies Adjunct Professor 1992-present La Jolla, CA Associate Director, 1992-present Laboratory for Cognitive Neuroscience Visiting Professor, Summers 1973-1992 Consiglio Nazionale Visiting Professor 1981 delle Ricerche Rome, Italy Rockefeller University Visiting Professor, Fall Semester 1969 New York City Massachusetts Institute of Technology Cambridge, MA Associate Professor, Linguistics 1965-67 Ass’t. -
PUTTING CHILDREN in CONTEXT Luisa Meroni, Doctor of Philosophy
ABSTRACT Title of Dissertation: PUTTING CHILDREN IN CONTEXT Luisa Meroni, Doctor of Philosophy, 2005 Dissertation directed by: Professor Stephen Crain Department of Linguistics Studies of adult sentence processing have established that the referential context in which sentences are presented plays an immediate role in their interpretation, such that features of the referential context mitigate, and even eliminate, so-called ‘garden-path’ effects. The finding that the context ordinarily obviates garden path effects is compelling evidence for the Referential Theory, advanced originally by Crain and Steedman, (1985) and extended in Altmann and Steedman (1988). Recent work by Trueswell, Sekerina, Hill and Logrip (1999) suggests, however, that children may not be as sensitive as adults to contextual factors in resolving structural ambiguities. This conclusion is not anticipated by the Referential Theory and it also runs counter to the Continuity Assumption, which supposes that children and adults access the same cognitive mechanisms in processing language. The purpose of this work was to reexamine the observations that have led researchers to conclude that children, unlike adults, may lack sensitivity to features of the referential context in comprehension and ambiguity resolution. A series of experiments has been conducted to evaluate this conclusion. The findings show that the performance systems of children and adult differ minimally. Children are sensitive to the same features of the referential context as adults are, and they make use -
Ensuring Language Acquisition for Deaf Children: What Linguists Can Do
Swarthmore College Works Linguistics Faculty Works Linguistics 6-1-2014 Ensuring Language Acquisition For Deaf Children: What Linguists Can Do T. Humphries P. Kushalnagar G. Mathur Donna Jo Napoli Swarthmore College, [email protected] C. Padden See next page for additional authors Follow this and additional works at: https://works.swarthmore.edu/fac-linguistics Part of the Linguistics Commons Let us know how access to these works benefits ouy Recommended Citation T. Humphries, P. Kushalnagar, G. Mathur, Donna Jo Napoli, C. Padden, and C. Rathmann. (2014). "Ensuring Language Acquisition For Deaf Children: What Linguists Can Do". Language. Volume 90, Issue 2. e31-e52. DOI: 10.1353/lan.2014.0036 https://works.swarthmore.edu/fac-linguistics/187 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Linguistics Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. Authors T. Humphries, P. Kushalnagar, G. Mathur, Donna Jo Napoli, C. Padden, and C. Rathmann This article is available at Works: https://works.swarthmore.edu/fac-linguistics/187 LANGUAGE AND PUBLIC POLICY Ensuring language acquisition for deaf children: What linguists can do TOM HUMPHRIES POORNA KUSHALNAGAR GAURAV MATHUR University of California, Rochester Institute Gallaudet University San Diego of Technology DONNA JO NAPOLI CAROL PADDEN CHRISTIAN RATHMANN Swarthmore College University of California, University of Hamburg San Diego Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, in - creasingly, the internet. -
Language Acquisition from a Biolinguistic Perspective
Language Acquisition from a Biolinguistic Perspective Stephen Craina*, Loes Koringb and Rosalind Thorntona a Department of Linguistics, Macquarie University, Sydney, Australia b Department of Cognitive Science, Macquarie University, Sydney, Australia *Corresponding author at: Department of Linguistics, Australian Hearing Hub, 16 University Avenue, Macquarie University NSW 2109, E-mail address: [email protected] 1 Abstract This paper describes the biolinguistic approach to language acquisition. We contrast the biolinguistic approach with a usage-based approach. We argue that the biolinguistic approach is superior because it provides more accurate and more extensive generalizations about the properties of human languages, as well as a better account of how children acquire human languages. To distinguish between these accounts, we focus on how child and adult language differ both in sentence production and in sentence understanding. We argue that the observed differences resist explanation using the cognitive mechanisms that are invoked by the usage-based approach. In contrast, the biolinguistic approach explains the qualitative parametric differences between child and adult language. Explaining how child and adult language differ and demonstrating that children perceive unity despite apparent diversity are two of the hallmarks of the biolinguistic approach to language acquisition. Keywords: Biolinguistics; Language Acquisition; Unification; Universal Grammar; Structure- dependence; Continuity Assumption; Usage-Based Approach 2 1. Introduction There are many ways we could start this chapter, but a good place to start is with the Modularity Hypothesis. The Modularity Hypothesis supposes that the human mind/brain is comprised of "separate systems [i.e., the language faculty, visual system, facial recognition module, etc.] with their own properties" (Chomsky, 1988, p. -
Nature, Nurture and Universal Grammar
Nature, Nurture and Universal Grammar Stephen Crain and Paul Pietroski University of Maryland at College Park ABSTRACT: In 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 in any domain where the knowledge achieved is logically underdetermined by experience. This view highlights the 'cues' that are avaiable in the input to children, as well as children's skills in extracting relevant information and forming generalizations on the basis of the data they receive. Nativists, on the other hand, contend that language-learners project beyond their experience in ways that the input does not even suggest. Instead of viewing language acqusition as a special case of theory induction, nativists posit a Universal Grammar, with innately specified linguistic principles of grammar formation. The "nurture versus nature" debate continues, as various "poverty of stimulus" arguments are challenged or supported by developments in linguistic theory and by findings from psycholinguistic investigations of child language. In light of some recent challenges to nativism, we rehearse old poverty-of- stimulus arguments, and supplement them by drawing on more recent work in linguistic theory and studies of child language. 1. Introduction In the normal course of events, children acquire remarkable linguistic capacities in just a few years. After an initial period of rapid linguistic development, children stabilize and henceforth manifest linguistic competence that is equivalent to other members of their community. -
The Growth of Language: Universal Grammar, Experience, and Principles of Computation
Neuroscience and Biobehavioral Reviews 81 (2017) 103–119 Contents lists available at ScienceDirect Neuroscience and Biobehavioral Reviews jou rnal homepage: www.elsevier.com/locate/neubiorev Review article The growth of language: Universal Grammar, experience, and principles of computation a,∗ b c d e,f Charles Yang , Stephen Crain , Robert C. Berwick , Noam Chomsky , Johan J. Bolhuis a Department of Linguistics and Department of Computer and Information Science, University of Pennsylvania, 619 Williams Hall, Philadelphia, PA 19081, USA b Department of Linguistics, Macquarie University, and ARC Centre of Excellence in Cognition and its Disorders, Sydney, Australia c Department of Electrical Engineering and Computer Science and Department of Brain and Cognitive Sciences, MIT, Cambridge, MA 02139, USA d Department of Linguistics and Philosophy, MIT, Cambridge MA, USA e Cognitive Neurobiology and Helmholtz Institute, Departments of Psychology and Biology, Utrecht University, Utrecht, The Netherlands f Department of Zoology and St. Catharine’s College, University of Cambridge, UK a r a t i b s c t l e i n f o r a c t Article history: Human infants develop language remarkably rapidly and without overt instruction. We argue that the Received 13 September 2016 distinctive ontogenesis of child language arises from the interplay of three factors: domain-specific prin- Received in revised form ciples of language (Universal Grammar), external experience, and properties of non-linguistic domains 10 November 2016 of cognition including general learning mechanisms and principles of efficient computation. We review Accepted 16 December 2016 developmental evidence that children make use of hierarchically composed structures (‘Merge’) from the Available online 7 January 2017 earliest stages and at all levels of linguistic organization. -
LANGUAGE and PUBLIC POLICY Ensuring Language Acquisition for Deaf Children: What Linguists Can Do TOM HUMPHRIES POORNA KUSHALNAGAR GAURAV MATHUR
LANGUAGE AND PUBLIC POLICY Ensuring language acquisition for deaf children: What linguists can do TOM HUMPHRIES POORNA KUSHALNAGAR GAURAV MATHUR University of California, Rochester Institute Gallaudet University San Diego of Technology DONNA JO NAPOLI CAROL PADDEN CHRISTIAN RATHMANN Swarthmore College University of California, University of Hamburg San Diego Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, in - creasingly, the internet. These sources can be underinformed about crucial issues, such as matters of brain plasticity connected to the risk of linguistic deprivation, and delay or disruption in the de - velopment of cognitive skills interwoven with linguistic ability. We have formed a team of spe - cialists in education, linguistics, pediatric medicine, and psychology, and at times specialists in theology and in law have joined our group. We argue that deaf children should be taught a sign language in the early years. This does not preclude oral-aural training and assistive technology. With a strong first language (a sign language), the child can become bilingual (with the written form of the ambient spoken language and, perhaps, the spoken form), accruing the benefits of bilingualism. We have published in medical journals, addressing primary care physicians, in a journal with a spiritual-leader readership, and in a health-law journal. Articles in progress address medical educators and practitioners. Team members present findings at conferences, work on lob - bying and legislative efforts with the National Association of the Deaf, and spread the word at conferences of target audiences.