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  1. The emergence of homo loquens and the laws of physics.Carlos P. Otero - 1990 - Behavioral and Brain Sciences 13 (4):747-750.
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  • Two perspectives on learnability.William O'Grady - 1989 - Behavioral and Brain Sciences 12 (2):354-355.
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  • The genome might as well store the entire language in the environment.Anat Ninio - 1990 - Behavioral and Brain Sciences 13 (4):746-747.
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  • Natural selection and the autonomy of syntax.Frederick J. Newmeyer - 1990 - Behavioral and Brain Sciences 13 (4):745-746.
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  • Learnability considerations and the nature of trigger experiences in language acquisition.James L. Morgan - 1989 - Behavioral and Brain Sciences 12 (2):352-353.
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  • INFL', Spec, and other fabulous beasts.James D. McCawley - 1989 - Behavioral and Brain Sciences 12 (2):350-352.
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  • The hominid tool-language connection: Some missing evolutionary links?A. Maryanski - 1995 - Behavioral and Brain Sciences 18 (1):199-200.
    This commentary criticizes Wilkins & Wakefield's thesis that the neurological precursors of language provide a cognitive Rubicon to linguistically divide human from nonhuman primates. A causal model of their theory is presented, followed by a discussion of the relationship between brain expansion and tool use, Broca's area and the parietaloccipital-temporal junction (POT).
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  • Middle position on language, cognition, and evolution.Michael Maratsos - 1990 - Behavioral and Brain Sciences 13 (4):744-745.
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  • Causal stories.David Magnus - 1990 - Behavioral and Brain Sciences 13 (4):744-744.
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  • The true nature of the linguistic trigger.Marjorie Perlman Lorch - 1989 - Behavioral and Brain Sciences 12 (2):350-350.
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  • Semiogenesis as a continuous, not a discrete, phenomenon.Jo Liska - 1995 - Behavioral and Brain Sciences 18 (1):198-199.
    This commentary confronts one of the central tenets advanced in Wilkins & Wakefield's target article: By adopting a very narrow perspective on language, the authors have effectively limited discussion of earlier linguistic capabilities thought to be at least facilitative of, if not prerequisite to language defined as a An alternative conceptualization for describing semiogenesis is offered.
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  • Adaptive complexity in sound patterns.Björn Lindblom - 1990 - Behavioral and Brain Sciences 13 (4):743-744.
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  • Language evolved – So what's new?John Limber - 1990 - Behavioral and Brain Sciences 13 (4):742-743.
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  • Matching parameters to simple triggers.David Lightfoot - 1989 - Behavioral and Brain Sciences 12 (2):364-375.
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  • Not invented here.Philip Lieberman - 1990 - Behavioral and Brain Sciences 13 (4):741-742.
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  • How much did the brain have to change for speech?R. C. Lewontin - 1990 - Behavioral and Brain Sciences 13 (4):740-741.
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  • The nature of triggering data.Howard Lasnik - 1989 - Behavioral and Brain Sciences 12 (2):349-350.
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  • Language learning and language change.Anthony Kroch - 1989 - Behavioral and Brain Sciences 12 (2):348-349.
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  • Does Universal Grammar exist?Jan Koster - 1989 - Behavioral and Brain Sciences 12 (2):347-348.
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  • Lessons from the study of speech perception.Keith R. Kluender - 1990 - Behavioral and Brain Sciences 13 (4):739-740.
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  • Five exaptations in speech: Reducing the arbitrariness of the constraints on language.John Kingston - 1990 - Behavioral and Brain Sciences 13 (4):738-739.
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  • A possible mathematical specification of “degree-0” or “degree-0 plus a little” learnability.Aravind K. Joshi - 1989 - Behavioral and Brain Sciences 12 (2):345-347.
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  • Issues in neo- and paleoneurology of language.Harry J. Jerison - 1995 - Behavioral and Brain Sciences 18 (1):195-196.
    Wilkins and Wakefield's hypothesis that language is fundamentally a cognitive rather than cominunicational adaptation is reasonable, but there are flaws in their anatomical and fossil evidence. Their analysis of reorganization also needs clarification. Finally, the origin of language ability must have occurred with australopithecine rather than habiline adaptations on entry into the novel hominid adaptive zone.
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  • What would a theory of language evolution have to look like?Ray Jackendoff - 1990 - Behavioral and Brain Sciences 13 (4):737-738.
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  • Language as a multimodal sensory enhancement system.Bob Jacobs & John M. Horner - 1995 - Behavioral and Brain Sciences 18 (1):194-195.
    Several claims made by Wilkins & Wakefield require qualification. First, the proposed delineation of the parietal-occipital-temporal junction (POT) is overly restrictive. Second, focusing exclusively on the evolutionary importance of manual manipulation oversimplifies interacting evolutionary preconditions for language. Finally, Wilkins and Wakefield's perspective adheres to a homocentric, formal, linguistic definition of language instead of viewing language as a multimodal sensory enhancement system unique to each species.
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  • Beyond the roadblock in linguistic evolution studies.James R. Hurford - 1990 - Behavioral and Brain Sciences 13 (4):736-737.
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  • Selecting grammars.Norbert Hornstein - 1990 - Behavioral and Brain Sciences 13 (4):735-736.
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  • Evidence for POT expansion in early Homo: A pretty theory with ugly (or no) paleoneurological facts.Ralph L. Holloway - 1995 - Behavioral and Brain Sciences 18 (1):191-193.
    If POT (parieto-occipital-temporal junction) reorganization came earlier in australopithecines than in Homo, it is likely that the selective pressures were different, and not necessarily directed toward language. The brain endocast evidence for the POT in A. afarensis is actually better than it is for early Homo.
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  • Human language: Are nonhuman precursors lacking?Marc D. Hauser & Nathan D. Wolfea - 1995 - Behavioral and Brain Sciences 18 (1):190-191.
    Contra Wilkins & Wakefield, we argue that an evolutionarily inspired approach to language must consider different facets of language (i.e., more than syntax and semantics), and must explore the possibility of nonhuman precursors. Several examples are discussed, illustrating the power of the comparative approach in illuminating our understanding of language evolution.
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  • Degree-0 explanation.Roy Harris - 1989 - Behavioral and Brain Sciences 12 (2):344-345.
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  • Language acquisition: What triggers what?Hubert Haider - 1989 - Behavioral and Brain Sciences 12 (2):343-344.
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  • The language learner: A trigger-happy kid?Yosef Grodzinsky - 1989 - Behavioral and Brain Sciences 12 (2):342-343.
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  • Positive and negative evidence in language acquistion.Jane Grimshaw & Steven Pinker - 1989 - Behavioral and Brain Sciences 12 (2):341-342.
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  • Infinitely nested Chinese “black boxes”: Linguists and the search for Universal (innate) Grammar.Allen D. Grimshaw - 1989 - Behavioral and Brain Sciences 12 (2):339-340.
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  • A Rube Goldberg machine par excellence.Myrna Gopnik - 1990 - Behavioral and Brain Sciences 13 (4):734-735.
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  • Solving the language origins puzzle: Collecting and assembling all pertinent pieces.Kathleen R. Gibson - 1995 - Behavioral and Brain Sciences 18 (1):189-190.
    Wilkins & Wakefield fall short of solving the language origin puzzle because they underestimate the cognitive and linguistic capacities of great apes. A focus on ape capacities leads to the recognition of varied levels of cognition and language and to a gradualistic model of language emergence in which early hominid language skills exceed those of the apes but fall far short of those of modern humans or later fossil hominid groups.
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  • Zero-stimulation for parameter setting.Robin Freidin & A. Carlos Quicoli - 1989 - Behavioral and Brain Sciences 12 (2):338-339.
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  • Natural selection or shareability?Jennifer J. Freyd - 1990 - Behavioral and Brain Sciences 13 (4):732-734.
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  • Seeing language evolution in the eye: Adaptive complexity or visual illusion?Lyn Frazier - 1990 - Behavioral and Brain Sciences 13 (4):731-732.
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  • Complex behaviors: Evolution and the brain.William O. Dingwall - 1995 - Behavioral and Brain Sciences 18 (1):186-188.
    Three issues are addressed in this commentary. (1) Wilkins & Wakefield are commended for placing the complex behavior they discuss within an evolutionary matrix. (2) They err on a number of points in regard to their treatment of this complex behavior. These involve (a) their emphasis on the evolution of conceptual structure rather than language, (b) their equation of meaning with reference, (c) their minimalist view of learning theory, and (d) their separation of the evolution of speech from that of (...)
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