According to a “selective” (as opposed to “instructive”) model of human language capacity, people come to know more than they experience. The discrepancy between experience and eventual capacity (the “poverty of the stimulus”) is bridged by genetically provided information. Hence any hypothesis about the linguistic genotype (or “Universal Grammar,” UG) has consequences for what experience is needed and what form people's mature capacities (or “grammars”) will take. This BBS target article discusses the “trigger experience,” that is, the experience that actually (...) affects a child's linguistic development. It is argued that this must be a subset of a child's total linguistic experience and hence that much of what a child hears has no consequence for the form of the eventual grammar. UG filters experience and provides an upper bound on what constitutes the triggering experience. This filtering effect can often be seen in the way linguistic capacity can change between generations. Children only need access to robust structures of minimal (“degree-0”) complexity. Everything can be learned from simple, unembedded “domains” (a grammatical concept involved in defining an expression's logical form). Children do not need access to more complex structures. (shrink)

Four philosophical problems--predication, speech acts, rules, and innate ideas--are discussed in the light of their implications for psychological and linguistic research. The discussion of predication concerns both form and use. With respect to form, it is argued that our lexical memory is organized according to a predicate-argument formula that underlies the subject-predicate form of our sentences. With respect to use, it is argued that the illocutionary force of the sentence as a speech act must be taken into account. Both the (...) formation and the use of such verbal constructions are normally characterized by systems of rules, but there is no clear account of what a rule is or how it might operate to control behavior, and this problem is especially difficult when, as in language, the person's knowledge of the rules is implicit. The innate basis for our human ability to acquire linguistic rules is considered and the problem of innateness is redefined around the conjecture that there are innate, language-specific mechanisms unique to human beings. The problem of investigating such language-specific mechanisms psychologically, however, is quite difficult at the present time. (shrink)