What is Acquire
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Transcript of What is Acquire
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What is acquire?
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What is language?
It is a system of signs and rules thatenables people to communicate.
LANGUAGE AND !"UG!
Linguistic #ord meanings are distinctfrom thoughts or concepts related tothese meaning.
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Language andcommunication
Use and $no#ledge of a language are alsonot e%ui&alent to $no#ledge of means ofsocial communication.
Distinct from other animals communicationsystems' human language critically re&eals(duality of )atterning*.
hrough Duality of )atterning' permutationof units' #hich are themsel&esmeaningless' lin$ to the distinct meaningsat another le&el of representation.
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What is grammar?
he system of rules and theprinciples in the mind+brain #hichgenerate a language.
It is the cogniti&e system that mapsfrom form to meaning.
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!o# is it related to themind?
he human mind has a generati&e system'a combinatorial system of computation' (asystem that ma$es in,niti&e use of ,nite
means*.A language is a particular #ay of
e-pressing thought and understanding alanguage is a particular generati&eprocedure that assigns to e&ery possiblee-pression a representation of its formand its meaning.
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E-plain I/Language &ersus E/
Language
I/Language is the mental system #hichcreates the language in the mind of anindi&idual. It is concerned #ith #hat a
spea$er $no#s about a language and#here this language $no#ledge comesfrom. It is our mental linguistic $no#ledge.
E/Language is the e-ternal re0ection of
language' is a set of e-pressions. It aimsto collect samples of language and then todescribe their properties.
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E-plain the di1erent aspect of thecomputational system of the language
2rom the ,nite to the in,nite.
he essence of language $no#ledgeconsists of the representation of a,nite set of discrete units at se&eralle&els' their combination andse%uencing at each le&el. Each le&el
in&ol&es a di1erent #ay ofrepresenting an utterance.
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A digital system
3ounds are combine to form #ords'#ords are combine to formsentences.
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A combinational system
E&en a small set of sounds can leadto a large set of #ords' and e&en asmall set of #ords can lead to a large
set of sentences. his is becauselanguage uses a (4ombinatorialprinciple* to build a (Large and open
&ocabulary out of a small number ofelements*.
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he po#er of se%uencing
Natural language build on the po#erof se%uencing. All natural languagesre&eal a basic (#ord order* or
constituent order' although the orderchosen &aries across languages.
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he recursi&e property
his combinatorial system is recursi&e'applying to its o#n output o&er and o&eragain.
According to Dr. 3euss' units can becreated of a smaller units and these canbe recombined by the embedding o1 oneunit in another' 3ubordinating one to
another' or coordinating one #ith another'or coordinating and embedding as in thecomplete e-ample.
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4onstituent structure
he combinatorial system in&ol&ed inlanguage $no#ledge does not simplyoperate on a linear string li$e a
se%uence of arbitrary numbers. Innatural language' e&ery unit re0ectsa combination of smaller units. E&ery
linear se%uence can and must bedescribed in terms of its (constituentstructure*' #hich linguists identify
through the sue of brac$ets.
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he secret s$eleton
he secret 3$elton underlies e&erysentence #e hear or spea$.4onstituents must be organi5ed
hierarchically #ithin each sentence.
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Disco&ery of synta-
hrough study of synta-' linguists ha&eno# disco&ered speci,c properties ofthe human language faculty' i.e.' of
the computational system for humanlanguage.
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Displacement
In natural language' se%uences ofunits can be permuted or displaced."rder &ariation is producti&ely
possible.
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he missing element
Natural language producti&ely hidesits units. It in&ol&es numerousde&ices for reducing redundancy.
6any sentence constituents are null.hey are part of our $no#ledge' e&enthough they are not reali5ed
physically in the se%uence of sounds#hich #e hear.
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)ronouns
)ronouns pro&ides another #ay fornatural language to reduceredundancy.
7edundancy o1ers protection againstdamage' and might facilitateo&ercoming problems that are
computational in nature.)ronouns do not specify their
reference and allo# shifting
reference.
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8no#ing the impossible
he in,nitely producti&e specialcombinatorial system #hichunderlies our language $no#ledge is
in,nitely constrained.
Although in,nite in capacity'combination and+or displacement in
language is not al#ays grammaticaland thus not al#ays possible.
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2inding the meaning
he formal computational system oflanguage $no#ledge must be integrated#ith other parts of human competence so
that #e' and children' can say #hat #emean and mean #hat #e say.
In part' the synta- of a sentencedetermines its meaning' as #e can see
simply by noting the di1erence bet#een(I eat #hat I see* and (I see #hat I eat*'&arying only #ord order.
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4losing on the mystery
We can no# being to see fundamentalproperties of the hidden system #hiche-ists #hen #e $no# a language' and
#hich children must ac%uire.4hildren #ho ac%uire language must
ac%uire computation #hich allo#sproducti&e se%uencing and structuringof units and unit combinations accordingto a principled and constrained system.
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3ummari5ing the basic properties ofthe hidden system
Natural language $no#ledge in&ol&es a system #hich is +has
a. 3ymbolic
b. 4ombinatorial and in,nitely generati&e
c. 9ased on units #hich are combined and se%uenced' possibly in&ariable order.
d. 3tructured hierarchically
e. 7ecursi&e
f. 4onstrained
g. 3peci,c formal linguistic properties' i.e.' speci,c design featuresof human language' both allo#ing and constraining precise
computation o&er missing and mo&ed elements.
h. Instantiated in a human conte-t of thought and interpersonale-change
.In short' the system is representational and computational.
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Designing the architecture of the
language faculty
he basic design
his o&erall architecture is necessaryto generate sentences and percei&eand articulate the sounds oflanguage in a #ay #hich hasmeaning' and to use that $no#ledge
to proclaim.' e-claim' argue or beg'to interact in the #orld socially orother#ise.
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he interfaces
his language faculty coordinated : or : interfaces #ith otherforms of cognition.
3ounds and meaning of language are both points of cogniti&einterfaces' acting as modes of interpretation by performancesystems.
Although they are gi&en their (instructions* by the grammar'these interfaces are (e-ternal to the computational system oflanguage*
he auditory interface; A formali5ation of the interfacebet#een the computational systems and sensorimotor
systems in&ol&ed in audition and articulation.
he conceptual interface; A formali5ation of the interfacebet#een the computational system and systems of conceptualstructure and language use.
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Le&els of representation
he auditory and conceptualinterfaces must be formali5ed sothey can enter into the computation
re%uired by $no#ledge of alanguage.
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7elation of child languageac%uisition to linguistic theory
E&ery normal child in normalcircumstances #ill sol&e the problem#hich all linguists are pursuing'
ac%uiring the true formalcomputational system for any and allpossible languages.
We can only assume that childrenmust $no# the (right* #ay to capturea language.
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Does the language faculty de&elop?
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4onclusions
he architecture language faculty must allo#children to accomplish this comple-computation naturally #ithout conscious e1ort.
9ecause #e apply a combinatorial system #ithits special design features' #e are able toac%uire language.
9ecause #e integrate this linguistic $no#ledge
#ith our cogniti&e $no#ledge andunderstanding' #e are able to use or$no#ledge of language.