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Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) parser knowledge of the.

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Presentation on theme: "Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) parser knowledge of the."— Presentation transcript:

1 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) parser knowledge of the world under standing (MIND) The Problem Week I-Monday 1

2 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) The Problem Week I-Monday 2

3 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) lexicon The Problem Week I-Monday 3

4 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) lexicon cate- gories The Problem Week I-Monday 4

5 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) lexiconphrases cate- gories The Problem Week I-Monday 5

6 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) lexiconphrases cate- gories trans- forms The Problem Week I-Monday 6

7 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) lexiconphrases cate- gories trans- forms repre- senta- tion The Problem Week I-Monday 7

8 Speech sounds and understanding (matter and mind) are related by (a language specific) grammar and lexicon speech sounds (MATTER) ear drums vocal cords parser knowledge of the world under standing (MIND) lexiconphrases cate- gories trans- forms repre- senta- tion BUT: By what procedure will the child build that mediating structure {parser, grammar, lexicon}? The Problem Week I-Monday 8

9 You do not hear word or phrase structure, unless you have a grammar speech sounds parser grammar? lexicon? word structure phrasal structure BUT: The child does not have a grammar yet Paradox Week I-Monday 9

10 If the learner had some piece of grammar out of the blue, he might try it understanding speech sounds a piece of grammar checking procedure yes/no decisions about grammar BUT: There is no a priori language specific grammar Trial and Error? Week I-Monday 10

11 If there were a limited amount of a priori grammars, the learner might check them all data grammar 1 grammar 2 grammar n checking procedure yes/no decisions about grammar BUT: The amount of grammars is astronomical, say 2 40 Try All Grammars Week I-Monday 11

12 We need a procedure to derive grammar from speech sounds understanding speech sounds Language Acquisition Procedure grammar Dresher (1999)The epistemological problem The elements of grammar cannot be perceived directly The credit problem If parse fails, where or how should the learner change the current grammar? Decision Week I-Monday 12

13 Let us listen to the children in order to reconstruct the acquisition hierarchy Child language improves over time. There seems to be a hierarchy of grammar G: G o …., G i-1, G i, …G n 1.Which properties do children pick up first, which later? 2.What enables children to find that hierarchy? Proposal Week I-Monday 13

14 First week:Lexicon and stress Categories (± N, ±V) Second week: Phrases (IP, DP) Transforms (movements to C) Third week:Scope and anaphoric chains (pronouns/reflexives) Preview Week I-Monday 14 The learnability of :

15 First week: a. the acquisition of word stress b. the acquisition of ± N, ± V Problems how can the child find out about the inaudible principles that assign word stress? how can the child assign categories ± N, ± V one cannot hear? Remark The system of stress rules is particularly appropriate to look for acquisition strategies it is probably the best analyzed subsystem of grammar alternatives and observations are more clear than elsewhere Remark N and V are categories of UG, but it seems they have to be learned Preview Week I-Monday 15

16 Second week: Underlying and derived structure Problem By definition, one cannot hear underlying structure What then motivates the child to start with that order? Underlying and derived structure will be illustrated by the acquisition of V-movement the acquisition of Wh-movement Preview Week I-Monday 16

17 Third week: Anaphoric Chains everybody i knows he i should love himself i everybody ? Problem By definition, one cannot hear an index What might provoke the child to build chains nevertheless? The chain binding will be analyzed by the learnability of bound anaphors (full reflexives and long reflexives) free anaphors (pronouns) Preview Week I-Monday 17

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