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Learnability and Cognition: The Acquisition of Argument Structure
     

Learnability and Cognition: The Acquisition of Argument Structure

by Steven Pinker, Jacques A. Mehler (Editor)
 

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When children learn a language, they soon are able to make surprisingly subtle distinctions: "donate them a book" sounds odd, for example, even though "give them a book" is perfectly natural. How can this happen, given that children do not confine themselves to the sentence types they hear, and are usually not corrected when they speak ungrammatically? Steven

Overview

When children learn a language, they soon are able to make surprisingly subtle distinctions: "donate them a book" sounds odd, for example, even though "give them a book" is perfectly natural. How can this happen, given that children do not confine themselves to the sentence types they hear, and are usually not corrected when they speak ungrammatically? Steven Pinker resolves this paradox in a detailed theory of how children acquire argument structure.

In tackling a learning paradox that has challenged scholars for more than a decade, Pinker synthesizes a vast literature in linguistics and psycholinguistics and outlines explicit theories of the mental representation, learning, and development of verb meaning and verb syntax. The new theory that he describes has some surprising implications for the relation between language and thought.Pinker's solution provides insight into such key questions as, When do children generalize and when do they stick with what they hear? What is the rationale behind linguistic constraints? How is the syntax of predicates and arguments related to their semantics? What is a possible word meaning? Do languages force their speakers to construe the world in certain ways? Why does children's language seem different from that of adults?

Learnability and Cognition is included in the series Learning, Development, and Conceptual Change, edited by Lila Gleitman, Susan Carey, Elissa Newport, and Elizabeth Spelke.

A Bradford Book

Product Details

ISBN-13:
9780262660730
Publisher:
MIT Press
Publication date:
08/28/1991
Series:
Learning, Development, and Conceptual Change
Edition description:
Reprint
Pages:
432
Product dimensions:
6.00(w) x 9.00(h) x 1.00(d)
Age Range:
18 Years

What People are Saying About This

Times Higher Education Supplement - Paul Fletcher
The author's arguments are never less than impressive, and sometimes irresistible, such is the force and panache with which they are deployed.

Lila Gleitman
Learnability and Cognition is theoretically a big advance, beautifully reasoned, and a goldmine of information.

Ray Jackendoff
Pinker's book is a monumental piece of work it sets a standard for work in learnability.

From the Publisher
"A monumental study that sets a new standard for work on learnability." —Ray Jackendoff, Tufts University

"The author's arguments are never less than impressive, and sometimes irresistible, such is the force and panache with which they are deployed." — PaulFletcher, Times Higher Education Supplement

" Learnability and Cognition is theoretically a big advance,beautifully reasoned, and a goldmine of information." — Lila Gleitman,University of Pennsylvania

Meet the Author

Steven Pinker is Harvard College Professor and Johnstone Family Professor in the Department of Psychology at Harvard University.

Brief Biography

Hometown:
Boston, Massachusetts
Date of Birth:
September 18, 1954
Place of Birth:
Montreal, Canada
Education:
B.A., McGill University, 1976; Ph.D., Harvard University, 1979
Website:
http://stevenpinker.com/

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