swellsj at bgsu.edu
Mon Nov 1 16:41:06 UTC 2010
I think the subjective impression that our daughter had begun to use language had to do not so much with the vocabulary explosion directly as it did with the ability to combine words creatively which presupposes enough words to combine. If I remember correctly, Alex had enough words... enough nouns anyway.He certainly had holophrases for commonly requestable events and objects and these he had to learn on his own. I assume nobody trained him to request nuts or to ask to go back to his cage.
He had 'wanna' (or something like it) and 'nut' and 'go back'.
He didn't learn words as quickly as a child does though so although one could say he had enough words, he might not have had a vocabulary explosion where learning words suddenly became noticeably easier.
Is there anywhere that a person could find his whole vocabulary list? being the Alex fan that I am, you'd think I'd know if this were available.
One could demonstrate parallel learning in a number of nonlinguistic domains certainly, so maybe it's the ease of learning that was the barrier to him speaking more than he did? I'm at my edge of my knowledge of the parrot studies in general, so
I apologize for any misrepresentations or failure to grasp the implications of the work.
Dr. Sheri Wells-Jensen
English as a Second Language Program
Department of English
423 East Hall
Bowling Green State University
From: funknet-bounces at mailman.rice.edu [mailto:funknet-bounces at mailman.rice.edu] On Behalf Of Keith Johnson
Sent: Saturday, October 30, 2010 2:23 PM
To: funknet at mailman.rice.edu
Subject: Re: [FUNKNET] Chomsky
I wonder if your feeling that your daughter had crossed a language
learning threshold might have been at about 18 months, the usual time
of the "vocabulary explosion"?
Bob McMurray has some really interesting ideas about how to explain
this feature of language acquisition. He simulated the vocabulary
explosion by making only two assumptions. (1) words are being learned
in parallel - a little bit of learning for many words at the same
time, and (2) some words are easier to learn than others. That's all
it takes to have a vocabulary explosion - no language module needed.
McMurray posted a very helpful discussion of his work:
If the sense that a child has crossed a linguistic threshold is
related to the vocabulary explosion, and if the vocabulary explosion
is related to McMurray's two factors, then what keeps Alex from
crossing the threshold must be one of two things; he is learning words
sequentially rather than in parallel, or he finds it much harder to
learn words than children do. If the first impediment is the culprit
then perhaps training methods could be adjusted, but if the second is
the crucial factor then it may not be possible for a parrot to cross
that language-learning threshold with English.
Earlier work with Chimps has tried to address the word difficulty
problem by teaching ASL rather than spoken language, but one wonders
if the difficulty lies at a more conceptual level of word learning
than mere input/output system unnaturalness. Still the LACUS paper
that Aya pointed us to hints at an impressive use by parrots of
duality of patterning (one of Hockett's 13 design features of language
Hockett, C (1960) "The Origin of Speech". in Scientific American, 203,
p.s. I would like to say, regarding the range of human linguistic
ability (Aya's repeated point that some humans don't have language),
that it would be useful to remember that clinical speech and language
pathologists have developed numerous standardized tests of human
linguistic ability, and school-aged children are routinely tested to
detect developmental delays. Perhaps, if one wanted to measure the
level of linguistic accomplishment reached by a parrot or other animal
it would be good to score the animal on some standardized tests.
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