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The Crosslinguistic study of sentence processing

New York: Cambridge University Press (1989)

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  1. In defense of exaptation.Wendy Wilkins & Jennie Dumford - 1990 - Behavioral and Brain Sciences 13 (4):763-764.
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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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  • Selecting grammars.Norbert Hornstein - 1990 - Behavioral and Brain Sciences 13 (4):735-736.
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  • Causal stories.David Magnus - 1990 - Behavioral and Brain Sciences 13 (4):744-744.
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  • Language is learned.Brian MacWhinney - 1996 - Behavioral and Brain Sciences 19 (4):735-736.
    Epstein et al. attribute second language learning to the forces of transfer and language universals. They show that transfer is minimally involved in certain types of learning and therefore conclude that universals are involved. However, they forget to consider the important role of learning in second language acquisition.
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  • Some incorrect implications of the fullaccess hypothesis.Frederick J. Newmeyer - 1996 - Behavioral and Brain Sciences 19 (4):736-737.
    If Epstein et al. are right that adult second language learners have full access to UG, then all of the following should be true: adults should be able to consciously transform their I-Language; adults should be able to transform pidgins into Creoles; adults should be as likely as children to restructure their grammars on the basis of “functional” pressure. All the foregoing are false, however, which seriously calls into question the correctness of their hypothesis.
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  • Competence and performance in language acquisition.Mark Hale - 1996 - Behavioral and Brain Sciences 19 (4):730-731.
    The implications of Epstein et al.'s critical evaluation of much of the existing literature on L2-acquisition extends far beyond the domain they discuss. I argue that similar methodological clarification is urgently needed in analyses of the role of UG in L1-acquisition, as well as in discussions in such seemingly “distant” areas as the study of language change.
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  • L2 access to UG: Now you see it, now you don't.Michael Harrington - 1996 - Behavioral and Brain Sciences 19 (4):731-732.
    The confirmatory nature of the empirical evidence used to establish UG effects in L2 development is considered. Specific issues are also raised concerning the internal validity of Epstein et al.'s findings. It is concluded that the role of UG in adult L2 development will only be established when researchers better understand the interaction between the development of UG-constrained structural knowledge and the development of overall L2 proficiency.
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  • Full access to the evidence for falsification.David Birdsong - 1996 - Behavioral and Brain Sciences 19 (4):717-717.
    The Epstein, Flynn, and Martohardjorno full access hypothesis could be enhanced by inclusion of criteria for falsification.
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  • The myth of language universals: Language diversity and its importance for cognitive science.Nicholas Evans & Stephen C. Levinson - 2009 - Behavioral and Brain Sciences 32 (5):429-448.
    Talk of linguistic universals has given cognitive scientists the impression that languages are all built to a common pattern. In fact, there are vanishingly few universals of language in the direct sense that all languages exhibit them. Instead, diversity can be found at almost every level of linguistic organization. This fundamentally changes the object of enquiry from a cognitive science perspective. This target article summarizes decades of cross-linguistic work by typologists and descriptive linguists, showing just how few and unprofound the (...)
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  • Natural language and natural selection.Steven Pinker & Paul Bloom - 1990 - Behavioral and Brain Sciences 13 (4):707-27.
    Many people have argued that the evolution of the human language faculty cannot be explained by Darwinian natural selection. Chomsky and Gould have suggested that language may have evolved as the by-product of selection for other abilities or as a consequence of as-yet unknown laws of growth and form. Others have argued that a biological specialization for grammar is incompatible with every tenet of Darwinian theory – that it shows no genetic variation, could not exist in any intermediate forms, confers (...)
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  • Nature, nurture, and universal grammar.Stephen Crain & Paul M. Pietroski - 2001 - Linguistics and Philosophy 24 (2):139-186.
    In just a few years, children achieve a stable state of linguistic competence, making them effectively adults with respect to: understanding novel sentences, discerning relations of paraphrase and entailment, acceptability judgments, etc. One familiar account of the language acquisition process treats it as an induction problem of the sort that arises in any domain where the knowledge achieved is logically underdetermined by experience. This view highlights the cues that are available in the input to children, as well as childrens skills (...)
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  • Anatomizing the rhinoceros.Elliott Sober - 1990 - Behavioral and Brain Sciences 13 (4):764-765.
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  • Adaptive complexity in sound patterns.Björn Lindblom - 1990 - Behavioral and Brain Sciences 13 (4):743-744.
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  • Metalinguistic ability and primary linguistic data.M. A. Sharwood Smith - 1996 - Behavioral and Brain Sciences 19 (4):740-741.
    The role of metalinguistic ability in L2 development is seriously underestimated. It may be seen both (1) as a means of initiating or boosting the flow of primary linguistic data and (2) as a generator of substitute knowledge (derived, but epistemologically distinct from domain-specific knowledge) that may compete with or compensate for perceived gaps in the learners current underlying competence. It cannot serve as a simple means of distinguishing the rival theoretical positions.
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  • Appreciating the poverty of the stimulus in second language acquisition.Rex A. Sprouse - 1996 - Behavioral and Brain Sciences 19 (4):742-743.
    The most compelling evidence for Epstein et al.'s central thesis that adult second language acquisition is constrained by the innate cognitive structures that constrain native language acquisition would be evidence of poverty of the stimulus. Although there are studies that point to such evidence, Epstein et al.'s primary form of argumentation, targetlike performance by second-language acquiring adults, is much less convincing.
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  • “Full access” and the history of linguistics.Margaret Thomas - 1996 - Behavioral and Brain Sciences 19 (4):743-744.
    This commentary addresses two pervasive misconceptions which emerge in Epstein et al.'s target article: (1) that study of second language acquisition (SLA) began in the mid-twentieth century; (2) that SLA has only recently become able to contribute to linguistic theory. There is abundant historical counterevidence; I argue that (1) and (2) obscure the legitimacy of Epstein et al.'s “full access” hypothesis.
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  • Universal Grammar and critical periods: A most amusing paradox.Philip Lieberman - 1996 - Behavioral and Brain Sciences 19 (4):735-735.
    Epstein et al. take as given that, (1) a hypothetical Universal Grammar (UG) exists that allows children effortlessly to acquire their first language; they then argue (2) that critical or sensitive periods do not block the UG from second language acquisition. Therefore, why can't we all effortlessly “acquire” Tibetan in six months or so? Data concerning the neural bases of language are also noted.
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  • What we have to explain in foreign language learning.Robert Bley-Vroman - 1996 - Behavioral and Brain Sciences 19 (4):718-718.
    While child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.
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  • Second language acquisition: Theoretical and experimental issues in contemporary research.Samuel David Epstein, Suzanne Flynn & Gita Martohardjono - 1996 - Behavioral and Brain Sciences 19 (4):677-714.
    To what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the hypothesis that claims (...)
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  • UG, the L1, and questions of evidence.Lydia White - 1996 - Behavioral and Brain Sciences 19 (4):745-746.
    Epstein, Flynn, and Martohardjono's presentation of the principal approaches to UG access in L2 acquisition is misleading; they have neglected the possibility that the L1 grammar forms the learner's initial representation of the L2, with subsequent modifications constrained by UG. Furthermore, their experimental data are open to several interpretations and are consistent with a number of different positions in the field.
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  • Language Usage and Second Language Morphosyntax: Effects of Availability, Reliability, and Formulaicity.Rundi Guo & Nick C. Ellis - 2021 - Frontiers in Psychology 12:582259.
    A large body of psycholinguistic research demonstrates that both language processing and language acquisition are sensitive to the distributions of linguistic constructions in usage. Here we investigate how statistical distributions at different linguistic levels – morphological and lexical (Experiments 1 and 2), and phrasal (Experiment 2) – contribute to the ease with which morphosyntax is processed and produced by second language learners. We analyze Chinese ESL learners’ knowledge of four English inflectional morphemes:-ed,-ing, and third-person-son verbs, and plural-son nouns. In Elicited (...)
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  • Cognitive accessibility predicts word order of couples’ names in English and Japanese.Adele E. Goldberg & Karina Tachihara - 2020 - Cognitive Linguistics 31 (2):231-249.
    We investigate the order in which speakers produce the proper names of couples they know personally in English and Japanese, two languages with markedly different constituent word orders. Results demonstrate that speakers of both languages tend to produce the name of the person they feel closer to before the name of the other member of the couple (N = 180). In this way, speakers’ unique personal histories give rise to a remarkably systematic linguistic generalization in both English and Japanese. Insofar (...)
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  • Language deficits, localization, and grammar: Evidence for a distributive model of language breakdown in aphasic patients and neurologically intact individuals.Frederic Dick, Elizabeth Bates, Beverly Wulfeck, Jennifer Aydelott Utman, Nina Dronkers & Morton Ann Gernsbacher - 2001 - Psychological Review 108 (4):759-788.
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  • Representing number in the real-time processing of agreement: self-paced reading evidence from Arabic.Matthew A. Tucker, Ali Idrissi & Diogo Almeida - 2015 - Frontiers in Psychology 6:125303.
    In the processing of subject-verb agreement, non-subject plural nouns following a singular subject sometimes “attract” the agreement with the verb, despite not being grammatically licensed to do so. This phenomenon generates agreement errors in production and an increased tendency to fail to notice such errors in comprehension, thereby providing a window into the representation of grammatical number in working memory during sentence processing. Research in this topic, however, is primarily done in related languages with similar agreement systems. In order to (...)
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  • 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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  • 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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  • What good is five percent of a language competence?A. Charles Catania - 1990 - Behavioral and Brain Sciences 13 (4):729-731.
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  • Parameter-setting in second language acquisition – explanans and explanandum.Susanne E. Carroll - 1996 - Behavioral and Brain Sciences 19 (4):720-721.
    Much second language acquisition (SLA) research confuses the representational and the developmental problems of language acquisition, assuming that attributes of a property theory will explain the transitions between the stages of a psychogrammar, or that induction will explain the properties of the representational systems which encode language. I argue that Principles and Parameter-setting theory deals only with the representational problem, and that induction must play a role in explaining the developmental problem. The conclusion is that both Epstein et al. and (...)
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  • Adult language acquisition and Universal Grammar.Robert Freidin - 1996 - Behavioral and Brain Sciences 19 (4):725-726.
    The current conception of the relation between UG and the grammar of a language rules out the no-access hypothesis, but does not distinguish between the full-access and partial-access hypotheses. The former raises the issue of why language acquisition in child and adult should be so different. The evidence presented in Epstein et al.'s target article seems inconclusive regarding a choice between hypotheses.
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  • On the Meaning of Words and Dinosaur Bones: Lexical Knowledge Without a Lexicon.Jeffrey L. Elman - 2009 - Cognitive Science 33 (4):547-582.
    Although for many years a sharp distinction has been made in language research between rules and words—with primary interest on rules—this distinction is now blurred in many theories. If anything, the focus of attention has shifted in recent years in favor of words. Results from many different areas of language research suggest that the lexicon is representationally rich, that it is the source of much productive behavior, and that lexically specific information plays a critical and early role in the interpretation (...)
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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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  • The evolution of the language faculty: A paradox and its solution.Dan Sperber - 1990 - Behavioral and Brain Sciences 13 (4):756-758.
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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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  • Transfer in L2 grammars.Rakesh M. Bhatt & Barbara Hancin-Bhatt - 1996 - Behavioral and Brain Sciences 19 (4):715-716.
    Although theFull-accesshypothesis accounts for a range of empirical generalizations of L2A, it underrepresents the role of language transfer in the construction of the L2 grammar. We suggest the possibility that linguistic principles which constrain the L2 grammar are available both directly from UG and via the L1, a logical hypothesis which Epstein et al. do not consider.
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  • With diversity in mind: Freeing the language sciences from Universal Grammar.Nicholas Evans & Stephen C. Levinson - 2009 - Behavioral and Brain Sciences 32 (5):472-492.
    Our response takes advantage of the wide-ranging commentary to clarify some aspects of our original proposal and augment others. We argue against the generative critics of our coevolutionary program for the language sciences, defend the use of close-to-surface models as minimizing cross-linguistic data distortion, and stress the growing role of stochastic simulations in making generalized historical accounts testable. These methods lead the search for general principles away from idealized representations and towards selective processes. Putting cultural evolution central in understanding language (...)
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  • Dynamisch Inter(-en trans)disciplinair Taal Onderzoek: De nieuwe taalwetenschappen.Nathalie Gontier & Katrien Mondt (eds.) - 2006 - Gent, België: Academia press, Ginkgo.
    Language research is currently in a state of flux. The phenomenon of language is not merely the topic of investigation in linguistics, it is examined by a multitude of scholars with different scientific backgrounds. In order to examine how these various disciplines approach language, a think-tank was founded in 2002, called DITO, Dynamisch Inter(-en trans)disciplinair onderzoek, or Dynamic Inter- (and trans)disciplinary Research. The think-tank is located at the Belgian Vrije Universiteit Brussel (Free University of Brussels). This book provides short introductory (...)
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  • The view of language.Michael Studdert-Kennedy - 1990 - Behavioral and Brain Sciences 13 (4):758-759.
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  • Complexity and adaptation.David Pesetsky & Ned Block - 1990 - Behavioral and Brain Sciences 13 (4):750-752.
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  • Universal Grammar and second language acquisition: The null hypothesis.Samuel David Epstein, Suzanne Flynn & Gita Martohardjono - 1996 - Behavioral and Brain Sciences 19 (4):746-758.
    The target article advanced the null, unified and widely misinterpreted generative hypothesis regarding second language (L2) acquisition. Postulating that UG (Universal Grammar) constrains L2 knowledge growth does not entail identical developmental trajectories for L2 and first language (LI) acquisition; nor does it preclude a role for the L1. In embracing this hypothesis, we maintain a distinction between competence and performance. Those who conflate the two repeat fundamental and by no means unprecedented misconstruals of the generative enterprise, and more specifically, of (...)
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  • In support of the early presence of functional categories in second language acquisition.Kazue Kanno - 1996 - Behavioral and Brain Sciences 19 (4):732-733.
    This commentary focuses on whether the full set of categories is available to beginning L2 learners. After critiquing Epstein et al.'s experimental evidence for the presence of functional categories, I outline the results of an experiment involving English speakers learning Japanese as a second language that does indeed point toward the early presence of fuuctional categories.
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  • A dim monocular view of Universal-Grammar access.Derek Bickerton - 1996 - Behavioral and Brain Sciences 19 (4):716-717.
    This target article's handling of theory and data and the range of evidence surveyed for its main contention fall short of normal BBS standards. However, the contention itself is reasonable and can be supported if one rejects the metaphor for linguistic competence and accepts that are no more than the way the brain does language.
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  • Resolution of quantifier scope ambiguities.Howard S. Kurtzman & Maryellen C. MacDonald - 1993 - Cognition 48 (3):243-279.
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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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  • The Emergence of Words: Attentional Learning in Form and Meaning.Terry Regier - 2005 - Cognitive Science 29 (6):819-865.
    Children improve at word learning during the 2nd year of life—sometimes dramatically. This fact has suggested a change in mechanism, from associative learning to a more referential form of learning. This article presents an associative exemplar‐based model that accounts for the improvement without a change in mechanism. It provides a unified account of children's growing abilities to (a) learn a new word given only 1 or a few training trials (“fast mapping”); (b) acquire words that differ only slightly in phonological (...)
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  • Analogy as relational priming: A developmental and computational perspective on the origins of a complex cognitive skill.Robert Leech, Denis Mareschal & Richard P. Cooper - 2008 - Behavioral and Brain Sciences 31 (4):357-378.
    The development of analogical reasoning has traditionally been understood in terms of theories of adult competence. This approach emphasizes structured representations and structure mapping. In contrast, we argue that by taking a developmental perspective, analogical reasoning can be viewed as the product of a substantially different cognitive ability – relational priming. To illustrate this, we present a computational (here connectionist) account where analogy arises gradually as a by-product of pattern completion in a recurrent network. Initial exposure to a situation primes (...)
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  • Lexical Organization and Competition in First and Second Languages: Computational and Neural Mechanisms.Ping Li - 2009 - Cognitive Science 33 (4):629-664.
    How does a child rapidly acquire and develop a structured mental organization for the vast number of words in the first years of life? How does a bilingual individual deal with the even more complicated task of learning and organizing two lexicons? It is only until recently have we started to examine the lexicon as a dynamical system with regard to its acquisition, representation, and organization. In this article, I outline a proposal based on our research that takes the dynamical (...)
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  • Two routes to actorhood: lexicalized potency to act and identification of the actor role.Sabine Frenzel, Matthias Schlesewsky & Ina Bornkessel-Schlesewsky - 2015 - Frontiers in Psychology 6.
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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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  • How adult second language learning differs from child first language development.Harald Clahsen & Pieter Muysken - 1996 - Behavioral and Brain Sciences 19 (4):721-723.
    We argue that the model developed in Epstein et al.'s target article does not explain differences between child first language (LI) acquisition and adult second language (L2) acquisition. We therefore sketch an alternative view, originally developed in Clahsen and Muysken (1989), in the light of new empirical findings and theoretical developments.
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