The LAD goes to school: a cautionary tale for nativists
The LAD goes to school: a cautionary tale for nativists
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DOI：
10.1515/ling.1997.35.4.735
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发表时间：
1997-01-01
期刊：
影响因子：
1.1
通讯作者：
Dabrowska, E
中科院分区：
文献类型：
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作者：
Dabrowska, E
语言学应该是对语言能力的研究。语言学家用来说明他们论点的句子大概是由构成母语者能力的规则产生的结构。因此，所有正常的母语使用者原则上都应该能够处理它们。在这项研究中，不同教育背景的成年受访者提出了一系列的测试句子的基础上，从最近的出版物中的GB框架。其余的都是精心设计的，以尽量减少外部因素的影响，如记忆力的限制和注意力的丧失。结果发现，成绩随着教育程度的提高而显著提高，受教育程度最低的受访者始终获得非常低的分数。对不同教育背景的受访者给出的答案模式的分析表明，受教育程度最低的说话者也最有可能忽略句法线索，并依赖于非语言策略来解释测试句子。因此，研究结果表明，人们在语言出版物中遇到的经过仔细编辑的高度同步化结构的处理能力是在正规教育过程中获得的，远非普遍。这反过来又引起了对传统的先天性“逻辑”论点的怀疑。
Linguistics is supposed to be the study of linguistic competence. The sentences used by linguists to illustrate their arguments are presumably, structures that can be generated by the rules that make up the native speaker's competence. Therefore, all normal native speakers should in principle be capable of processing them. In this study, adult respondents of various educational backgrounds were presented with a series of test sentences based on examples drawn from recent publications in the GB framework. The rest was carefully designed to minimize the effects of extrinsic factors such as memory limitations and lapses of attention. It was found that performance increased dramatically with educational achievement, with the least-educated respondents consistently obtaining very low scores. An analysis of the patterns of answers given by respondents of various educational backgrounds revealed that the least-educated speakers were also the most likely to ignore syntactic cues and rely on nonlinguistic strategies in interpreting the test sentences. Thus, the results suggest that the ability to deal with the carefully edited highly syntacticized structures that one encounters in publications dealing with language is acquired in the course of formal education and is far from universal. This in turn raises doubts about the traditional ''logical'' argument for innateness.