<div dir="ltr">Hi again Aliyah,<div><br></div><div>There may also be this problem but I was referring to something else: it is difficult to locate and access archives and relevant historical sources in France.</div><div><br>
</div><div>Cheers,</div><div>Isabelle</div></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Wed, Dec 18, 2013 at 12:08 PM, Aliyah MORGENSTERN <span dir="ltr"><<a href="mailto:aliyah.morgenstern@gmail.com" target="_blank">aliyah.morgenstern@gmail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div style="word-wrap:break-word">I agree Isabelle, our big problem is cultural! Everyone publishes in French, but it is slowly changing....<div>
Best,</div><div>Aliyah<br><div><div>Le 18 déc. 2013 à 14:32, Isa Barriere a écrit :</div><br><blockquote type="cite"><div><div class="h5"><div dir="ltr">Hi,<div><br></div><div>I just wanted to comment on the messages of Brian, Philip and Aliyah's messages:</div>
<div>- Like Philip I think it is difficult for students to appreciate the history of a field before they know the field in its current state. I used to include a session on the history at the beginning of my undergrad language development class and I realized it does not work. I now do it more indirectly and progressively: we discussed aspects of the history after they watch the 'Wild Child' by Truffaut and then I discuss these issues again in relation to different topics, re: different theories for Autism etc </div>
<div>- I think that it is a shame that in the Speech Communication Arts and Sciences Department where I teach we do not have a regular course on the History at some point in the program, both in the undergrad and grad classes. The Psych department has such a course I do think that it helps students place different approaches in perspective. </div>
<div>- The research in our field is very scattered and extremely time consuming, partly because it is buried in writings on the general language, psychology, aphasia literature and in order to disentangle myths etc one has to go to the original sources... and there is very little funding to support it. I am attaching two presentations that were given to the International Society of the History of Neurosciences: the 2002 one is on emerging concepts of Critical Periods and Modularisation (including in the writings of Charcot) and the second one on other concepts of Innateness of cognitive functions (less focused on language): both of them argue for the important role that aphasiologists and neurologists had on developmentalists, including in the interpretation of evolutionary theories. And I know I should publish this work somweher but other articles are more urgent... </div>
<div>- Alyiha: France has many relevant archives but their access is far from easy...</div><div><br></div><div>Yours,</div><div>Isabelle</div><div><br></div></div><div class="gmail_extra"><br><br><div class="gmail_quote">
On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell <span dir="ltr"><<a href="mailto:r.n.campbell@stir.ac.uk" target="_blank">r.n.campbell@stir.ac.uk</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
Besides Brian McWhinney excellent suggestions, we should not overlook Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous Histoire Naturelle (1749) contains a section dealing with language development (Natural History of Man, Section II) in which he proposes a least effort theory for phonological development, and reaches conclusions which anticipate some of those proposed by Roman Jakobson 200 years later. Another neglected writer, from the late 19th century, was the French psychologist Bernard Perez. His 1878 book Les trois premières années de l’enfant, étude de psychologie expérimentale (Paris: Germer Baillière. Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing with language development.<br>
<br>
I very much agree with MacWhinney that Brown's work would have proceeded as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's influence on psycholinguistics and language development as baneful and destructive, even malignant.<br>
<br>
Robin N Campbell<br>
Psychology, Stirling<br>
<a href="mailto:r.n.campbell@stir.ac.uk" target="_blank">r.n.campbell@stir.ac.uk</a><br>
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