Unconstrained Learning Species Constraints Timing Constraints Domain Constraints.

Unconstrained Learning

Species Constraints

Timing Constraints Domain Constraints

Species Constraints

Taste Aversion

Konrad Lorenz

Species Constraints

Categorical Speech Perception

Noam Chomsky

John is easy to please.John is eager to please.

It is easy to please John.*It is eager to please John.

(1) Who do you want to see?(2) Who do you want to feed the dog? (3) Who do you wanna see?(4) *Who do you wanna feed the dog?

(5)You want to see who?(6)You want who to feed the dog?

(1) Who do you want to see?(2) Who do you want to feed the dog? (3) Who do you wanna see?(4) *Who do you wanna feed the dog?

(5)You want to see who?(6)You want who to feed the dog?

(7)Whoi do you want to see ti?(8)Whoi do you want ti to feed the dog?

Species Constraints

0 10 20 30 40 50 60 70

Age of Acquisition

0 10 20 30 40 50 60 70

Age of Acquisition

Figure 2.

Some theoretical predictions of the critical period hypothesis showing disruption at predicted end of thecritical period.

(a) (b)

Critical Period in Second Language Learning?

Figure 1.

Re-analysis of Johnson and Newport study showing discontinuity at age 20, and continued decline in adult subjects. Reported in Bialystok & Hakuta, 1994.

All Subjects

0 10 20 30 40Age of Arrival

r=-.87 r=-.49

Chinese Spanish

Figure 3.

Self-reported English proficiency for U.S. immigrants as a function of age of arrival. Data from 1990 Census. Analysis reported in Bialystok & Hakuta, 1999.

Figure 4.Comparison of performance on selected English grammatical structures in adult and child learners. Source: Bailey, Madden & Krashen, 1974, Language Learning.

Oral Proficiency

0 1 2 3 4 5 6 7GRADE

p or t

u ll S

10255070

Poverty Level

Figure 5.

English proficiency development in immigrant students from a Northern California school district, separated by poverty level in schools. This is a cross-sectional sample, but all subjects included in this analysis were enrolled in this school district since Kindergarten.

0 20 40 60 80

Figure 6.

Self-reported English proficiency for native Chinese immigrants as a function of age of arrival, separated by educational attainment. Data from 1990 Census. Analysis reported in Bialystok & Hakuta, 1999.

Age of Immigration

Some College

HS GraduateSome HS<8 yrs school

<5 yrs school

Unconstrained Learning Species Constraints Timing Constraints Domain Constraints.

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