Poverty Of Stimulus Research Articles

Cognition, universal grammar, and typological generalizations

We consider here two potential arguments for Universal Grammar other than that based on poverty of the stimulus. One stems from the limited number of notions that are grammatically encoded in the languages of the world. The other rests on the fact that of all mathematically possible orders of constituents only a subset is actually attested. Neither limitation appears to follow naturally from cognitive, historical, cultural, processing, or other factors; which makes it plausible to think of them as forced upon us by Universal Grammar, perhaps as a consequence of how it crystallized at some distant point of the evolution of our species.

The poverty of the Mayan stimulus

Poverty of the stimulus (POS) arguments have instigated considerable debate in the recent linguistics literature. This article uses the comparative method to challenge the logic of POS arguments. Rather than question the premises of POS arguments, the article demonstrates how POS arguments for individual languages lead to a reductio ad absurdum as POS arguments from genetically related languages are compared. Comparison leads to different contradictions for poverty of the negative stimulus (PONS) and poverty of the positive stimulus (POPS) arguments. Comparing PONS arguments leads to the conclusion that Universal Grammar contains language-specific versions of linguistic rules. Comparing POPS arguments leads to the conclusion that Universal Grammar may supply knowledge that is ungrammatical in the target language. The reductio shows that universal principles of grammar cannot be established on the basis of POS arguments from a single language.

Distinguishing knowledge from belief in understanding the logic of the poverty of stimulus argument

Além da tese de que a gramática das línguas naturais inclui um nível transformacional, o que distingue o programa Chomskyano de investigação em Teoria da Gramática das outras abordagens é a tese de que o conhecimento gramatical internalizado por todo o ser humano é parcialmente inato (i.e.parcialmente dado a priori por um sistema de viéses cognitivos tarefa-específicos da Gramática Universal), e não um subproduto de mecanismos auto-organizáveis de ‘inteligência geral’. Esta tese científica pode, em princípio, estar certa ou errada, e só pode ser questionada levando-se em conta a sua cobertura empírica e a lógica dos seus argumentos. No cerne desta questão está o Argumento de Pobreza de Estímulo (APS), cuja lógica tem sido alvo de inúmeros mal-entendidos por parte dos anti-inatistas, a exemplo de Geurts (2000), que deixa de reconhecer as distinções entre ‘conhecimento’ e ‘crença’, e entre cognição ‘consciente’ e ‘não-consciente’, as quais são cruciais para a compreensão da lógica do APS. O objetivo deste artigo é desfazer esse mal-entendido.

Poverty of stimulus and absence of cause: some questions for Felin and Foss

Abstract:We examine an aspect of the argument of Teppo Felin and Nicolai Foss (‘The Endogenous Origins of Experience, Routines, and Organizational Capabilities: The Poverty of Stimulus’; 2011) where they reject the claim of Geoffrey Hodgson and Thorbjørn Knudsen (‘Darwinism, Causality and the Social Sciences’; 2004) that habits depend crucially on stimuli from the social environment. We argue that while rightly stressing human agency they also create a false dichotomy between agential and environmental factors in the explanation. Felin and Foss create further confusion by hinting – without adequate clarification – at an untenable notion of human agency as an uncaused cause. We raise several questions of clarification for these authors.

Problems at the Foundation? Comments on Felin and Foss

Abstract:This paper reviews the assessment of the routines and capabilities literature provided by T. Felin and N. J. Foss, ‘The Endogenous Origins of Experience, Routines and Organizational Capabilities: The Poverty of Stimulus’, published by theJournal of Institutional Economics. Although valuable points are raised, the assessment is largely off target because it is fixated on the implausible view that the literature assessed is strongly shaped by the tradition of behavioral psychology (B. F. Skinner and others). At the same time, important portions of the routines and capabilities literature that are highly relevant to the authors’ substantive concerns, and which are plainly inconsistent with the main interpretive claim, are not considered.

The foundation is solid, if you know where to look: comment on Felin and Foss

Abstract:This paper offers an alternative to the view of the routines literature provided by T. Felin and N. J. Foss, ‘The Endogenous Origins of Experience, Routines and Organizational Capabilities: The Poverty of Stimulus’, published by theJournal of Institutional Economics. The emphasis here is on practice-based theories of organizational routines that are grounded in close, ethnographic observation of real routines. While this literature may be unfamiliar to some readers, it is relevant here because it specifically contradicts the core assertions made by Felin and Foss. Further, this literature provides a clear theoretical foundation for subsequent research on problems such as stability and change in routines, the nature of capabilities and dynamic capabilities, and complex ecologies of routines.

Inducción de constituyentes sintácticos en español con técnicas de clustering y filtrado por información mutua

Argument from the Poverty of Stimulus (APS) is the great epistemological debate arena between simbolic and statistical paradigms in computational linguistics. Since 2000, several works inside statistical paradigm have been published, attacking APS as they present some unsupervised general-purpose algorithm for language acquisition. Among the most important contributions, Clark’s Ph.D. thesis (2001) appeals to diverse statistical techniques in order to come up with an unsupervised general-purpose algorithm for inducing language and, more precisely, a complete Context-Free Grammar (CFG) for English. Clark (2001) works with several induction techniques for each linguistic phenomenon modelized: morphology from Hidden Markovian Models (HMM), POS-tagging from clustering, etc. Particularly, in this current paper we are interested in the induction of syntax constituency, given a POS-tagged corpus, as a previous step towards the whole process of inducing a complete CFG. In his own thesis, the author admits that more crosslinguistic evidence is needed, so as to support the psycholinguistic plausibility of an approach such as his. Currently, there is no work that have proposed to prove Clark ’s approach in very inflected languages with free-order constituents like Spanish. Thus, our work is intended to contribute with that crosslinguistic evidence, analyzing the feasibilty of the application of Clark ’s algorithm for inducing constituency on Spanish. Clark (2001) entails the application of K-means clustering to group sequences of morpho-syntactic labels, according to their distributional information. Then, there is a stage of filtering out the clusters, through a mutual-information-based criterion between the symbols that co-occur immediately before and after the sequences. This criterion prevents from the typical bias in sparsed corpora, and in turn, succeeds in distinguishing the co-ocurrence of adyacent symbols above the threshold of default entropy for short-distance (Li 1990). Our implementation has been tested on a prototypical corpus, obtaining interesting results. We have verified recall=74%, precision=58% and F-measure=65% for this prototypical stage. These results encourage us to continue with our long-term research, the goal of developing an algorithm for complete acquisition of Spanish.

The endogenous origins of experience, routines, and organizational capabilities: the poverty of stimulus

Abstract:In this paper we discuss the origins and emergence of organizational routines and capabilities. We first argue that there are theoretical and endogeneity-related concerns associated with the key antecedents and mechanisms specified by the extant routines and capabilities literature. Specifically, we explicate the behaviorist and empiricist foundations of the organizational routines and capabilities literature and the extant emphasis placed on experience, repetition, and observation as the key antecedents and mechanisms of routines and capabilities. Based on this discussion we highlight several, endogeneity-related concerns, namely: (1) the problem of origins and causation, (2) the problem of extremes, (3) the problem of intentionality, (4) the problem of new knowledge, and (5) the problem of the environment. We introduce the ‘poverty of stimulus’ argument and discuss how an internalist or rationalist, choice-based approach can provide a more fruitful (though preliminary) foundation for understanding organizational behavior and capabilities.

Moral Nativism: A Sceptical Response

In the last few years, nativist, modular views of moral cognition have been influential. This paper shares the view that normative cognition develops robustly, and is probably an adaptation. But it develops an alternative view of the developmental basis of moral cognition, based on the idea that adults scaffold moral development by organising the learning environment of the next generation. In addition, I argue that the modular nativist picture has no plausible account of the role of explicit moral judgement, and that no persuasive version of the ‘poverty of the stimulus' applies to moral cognition.

A rose by naming: how we may learn how to do it.

Naming appears to be the source of the explosion in language development and involves the integration of the initially separate listener and speaker responses. This integration has a role in the development of reading, writing, and the following and construction of verbal algorithms that make types of complex human behavior possible. Considerable research has investigated the role of Naming in the emergence of derived relations. Recent research has also investigated the emergence of Naming itself. We describe these experiments and the experiences that function to induce Naming. We also describe evidence about preverbal developmental cusps that are foundational to the emergence of Naming and the evidence on its reinforcement sources. The isolation of the role of the environment in the emergence of Naming identifies stimuli that were said to be missing in accounts that were critical of Skinner's (1957) account of verbal behavior. These arguments purported that the phenomenon was not attributable to learning because of the "poverty of the stimulus." Some of the relevant stimuli now appear to be identified.

The Roles of Acquisition and Usage in Morphological Change

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Experience and Repetition as Antecedents of Organizational Routines and Capabilities: A Critique of Behaviorist and Empiricist Approaches

We discuss the behaviorist and empiricist foundations of the organizational routines and capabilities literature, specifically the extant emphasis placed on experience, repetition and observation as the key inputs and mechanisms of behavior, learning and change in organizations. Based on this discussion we highlight several concerns associated with specifying experience and repetition as antecedents of routines and capabilities, namely, (1) the problem of origins and causation, (2) the problem of extremes, (3) the problem of intentionality, (4) the problem of new knowledge, and (5) the problem of the environment. We highlight the “poverty of stimulus” argument and more generally discuss how internalist or rationalist, choice-based approach might provide a more fruitful (though preliminary) foundation for extant research on organizational routines and capabilities.

Language evolution: Two tracks are not enough

AbstractThis commentary argues that Evans & Levinson (E&L) should expand their two-track model to a three-track model in which biological and cultural evolution interact with the evolution of an individual's language repertories in ontogeny. It also comments on the relevance of the argument from the poverty of the stimulus and offers a caveat, based on analogous issues in biology, on the metaphor of language as a container, whether of meanings or of other content.

The Non-Biological Evolution of Grammar: Wh-Question Formation in Germanic

The wh-marking of questions in child English is as early as the appearance of the wh-questions themselves. The wh-marking of questions in child Dutch (and the other Germanic languages) is delayed until the acquisition of articles and free anaphoric pronouns. An acquisition procedure is proposed that succeeds to set first a typological difference, V2 for Dutch and SVfinO for English. The different setting of the typological parameters determines the wh-development in subsequent acquisition steps. The learnability approach relativizes Chomsky’s poverty of the stimulus, but affirms his position that language is ‘perfect’ in the sense of being learnable as a cultural construct without the assumption of innate grammar-specific a prioris.

SECOND LANGUAGE EPISTEMOLOGY

This article presents evidence that supports the claim that second language (L2) grammars arise in a domain-specific, informationally encapsulated module with contents provided by Universal Grammar and enriched by native language knowledge, as entertained by Schwartz (1986, 1987, 1999) contra Bley-Vroman (1990). I consider state-of-the-art evidence representative of a body of research on the poverty of the stimulus (POS) that argues for the domain-specificity of L2 representations, with a main focus on interpretation. Then I examine interpretive evidence relevant to the role of informational encapsulation and compositionality in SLA. I seek to demonstrate that the acquisition of syntax-linked interpretive properties where the POS is severe provides opportunities for a type of fingerprinting of mental organization that can inform a variety of epistemologically relevant questions.

TESTING THE FUNDAMENTAL DIFFERENCE HYPOTHESIS

The fundamental difference hypothesis (FDH; Bley-Vroman, 1989, 1990) contends that the nature of language in natives is fundamentally different from the nature of language in adult nonnatives. This study tests the FDH in two ways: (a) via second language (L2) poverty-of-the-stimulus (POS) problems (e.g., Schwartz & Sprouse, 2000) and (b) via a comparison between adult and child L2 learners, whose first language (L1) is the same, in terms of their developmental route (e.g., Schwartz, 1992, 2003). The phenomena under investigation are Korean wh-constructions with negative polarity items (NPIs). Korean has subject (S)-object (O)-verb (V) as its canonical word order and it is also a wh-in-situ language, but scrambling of the object to presubject position (i.e., movement that results in OSV word order) is generally optional; however, in the context of negative questions with a NPI subject (e.g., amwuto “anyone”), (a) object wh-phrases must scramble on the wh-question reading and (b) the nonscrambled order has a yes/no-question reading. These properties of Korean wh-constructions with NPIs constitute POS problems for nonnatives whose L1 is English (as well as for native Korean-acquiring children). L1-English adult L2 learners (n = 15) and L1-English child L2 learners (n = 10), independently assessed for Korean proficiency, as well as L1-Korean children (n = 23) and L1-Korean adults (n = 15) completed an elicited-production task, an acceptability-judgment task, and an interpretation-verification task. The results show that (a) high-proficiency (adult and child) L2 learners performed like the native adult controls on all three tasks, thereby demonstrating L2 POS effects; and (b) adult and child L2 learners follow the same (inferred) route to convergence, a route differing from—yet subsuming—the L1-child route. Both sets of results lead us to conclude that, contra the FDH, the nature of language is fundamentally similar in natives and (adult or child) nonnatives.

Indirect Evidence and the Poverty of the Stimulus: The Case of AnaphoricOne

It is widely held that children's linguistic input underdetermines the correct grammar, and that language learning must therefore be guided by innate linguistic constraints. Here, we show that a Bayesian model can learn a standard poverty-of-stimulus example, anaphoric one, from realistic input by relying on indirect evidence, without a linguistic constraint assumed to be necessary. Our demonstration does, however, assume other linguistic knowledge; thus, we reduce the problem of learning anaphoric one to that of learning this other knowledge. We discuss whether this other knowledge may itself be acquired without linguistic constraints.

The Logical Structure of Linguistic Theory

The object of inquiry in linguistics is the human ability to acquire and use a natural language, and the goal of linguistic theory is an explicit characterization of that ability. Looking at the communicative abilities of other species, it becomes clear that our linguistic ability is specific to our species, undoubtedly a product of our biology. But how do we go about determining the specifics of this Language faculty? There are two primary ways in which we infer the nature of Language from the properties of individual languages: arguments from the POVERTY OF THE STIMULUS , and the search for universals that characterize every natural language. Arguments of the first sort are not easy to construct (though not as difficult as sometimes suggested), and apply only to a tiny part of Language as a whole. Arguments from universals or typological generalizations are also quite problematic. In phonology, morphology, and syntax, factors of historical development, functional underpinnings, and limitations of the learning situation, among others, conspire to compromise the explanatory value of arguments from observed crosslinguistic regularities. Confounding the situation is the likelihood that properties found across languages as a consequence of such external forces have been incorporated into the Language faculty evolutionarily through the BALDWIN EFFECT . The conflict between the biologically based specificity of the human Language faculty and the difficulty of establishing most of its properties in a secure way cannot, however, be avoided by ignoring or denying the reality of either of its poles.*

Input, triggering and poverty of the stimulus in the second language acquisition of Japanese passives

This article adopts an input perspective in examining a poverty-of-the stimulus (POS) learning situation in second language acquisition (SLA). Analysis of grammaticality judgement data from 81 English-speaking and 85 Chinese-speaking learners of Japanese isolates triggering input that informed English learners of subtle semantic properties of the ni direct passive underdetermined by second language (L2) input. The study shows a sufficient correlation in the case of English learners between acquisition of the ni direct passive's triggering properties (available through input) and acquisition of its POS properties (unavailable through input). Importantly, those properties are direct consequences of affectivity, an underlying semantic property of the ni direct passive. That correlation does not obtain in the case of Chinese learners due to a positive first language (L1) effect. Additional corroborating evidence comes from acquisition of another Japanese passive, the ni yotte, for which no correlation was found between its non-triggering and non-POS properties for either English or Chinese learners as those properties are available through input. The article proposes that English learners' computation of a target-like conceptual representation of the triggering input leads to the restructuring of their lexical—conceptual representation of the ni direct passive.

The Emergence of Second Language Syntax: A Case Study of the Acquisition of Relative Clauses

One of the great puzzles of language acquisition has been described as poverty of the stimulus: how are complex aspects of language acquired when they appear to be rare or even non-occurring in the input that a learner receives and comprehends? This article presents an emergentist solution to one aspect of this puzzle (involving relative clauses) by examining the longitudinal development of meaningful discourse produced by Ana, a 12-year-old Spanish learner of English. Relative clause constructions are considered in terms of learnable, non-abstract linguistic analyses (lexicalist signs and constructions; dependencies), informed by emergentist syntax (O'Grady 2005), analyses within Head-driven Phrase Structure Grammar (Sag 1997), and a comprehensive corpus grammar (Biber et al. 1999). The data show that complex aspects of language gradually emerged from item-based and compositional learning processes that interacted with the learner's environment, including input frequency and the functional purposes for which language is used. Item-based, sign-based, and compositional analyses of constructions are valuable for syllabus design (for synthetic syllabi) and for the evaluation of language proficiency (i.e. testing and measurement).