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ⅡCognitive development in child language development.

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認(rèn)知發(fā)展&語言習(xí)得

=&密切相關(guān)+相互影響~自己推導(dǎo)！

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【論述大題】——The cognitive factors relate to language acquisition mainly in two ways.

(a). Language development is dependent on both the concepts children form about the world and what they feel stimulated to communicate at the early and later stages of their language.

(b). The cognitive factors determine how the child makes sense of the linguistic system himself instead of what meanings the child perceives and express. Many careful studies of children’s acquisition sequence and errors in various language have revealed that children have some “operating principles” for making sense of language date.

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有時候，口譯員用的圖，我看著挺好用的，我用用試試，<能用圖表示就用圖>！

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我們上次提取的有：

<imation>與<practice>

<an imaginary “black box”之LAD><innate UG>.

還有<Motherese/CDS/Caretalker Talk>

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在此提出來<CD認(rèn)知發(fā)展→LQ語言習(xí)得>，你可以理解為——初中感覺難的題，現(xiàn)在看起來太簡單，有手就行。哪怕學(xué)習(xí)一直都很差的大學(xué)生，小升初考試拿個滿分不成問題。

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[論述規(guī)范]——<CD→LQ >這里也有個【客觀唯心】之<Operating Principles>.

如果定位定到<CD→LQ >就答<OP>, 否則答<黑匣子>或<innate UG>.

目前來說，不存在混搭！比如寫著<CD→LQ >參雜了<黑匣子>，必錯！混搭必錯！也不存在<UG>參雜<CD>.

你先根據(jù)大題判斷你要答【習(xí)得理論】還是【認(rèn)知發(fā)展&語言習(xí)得】！

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當(dāng)然，也有一些極端的情況，在既沒有正常的認(rèn)知發(fā)展，或是在大腦損傷的情況下，語言發(fā)展仍在繼續(xù)。

一些例子表明，語言的某些方面(如morphology and syntax)獨(dú)立于認(rèn)知發(fā)展，這意味著習(xí)得詞匯和語法的大腦機(jī)制(mental mechanism)是相對獨(dú)立的，而它們的運(yùn)轉(zhuǎn)既不跟隨也不確保普通的認(rèn)知發(fā)展。

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[記憶卡片]——即<詞匯與語法習(xí)得-相對獨(dú)立性>，提出來，以后再提到<相對獨(dú)立性>自己推導(dǎo)哈。

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ⅢLanguage environment and the Critical Period Hypothesis

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行為主義者認(rèn)為<語言環(huán)境>提供了模仿和重復(fù)練習(xí)的環(huán)境。

天賦主義者認(rèn)為<語言環(huán)境>觸發(fā)和激活了LAD.

互動主義者認(rèn)為<語言環(huán)境>中的語言需要調(diào)整到適合兒童能接受的水平。

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提出來<Language Environment語言環(huán)境>，提出來它有什么用呢？然并卵！目前來說，夸就完了~

LE對LQ來說很重要~LE是研究LQ的一個重要方向~

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有一天研究LE時，語言學(xué)家發(fā)現(xiàn)，其實(shí)正常觀察都能發(fā)現(xiàn)哈——兒童吧，或幼兒自閉癥，或聾啞環(huán)境成長，或者窩在狼族，大概是八歲往后，他們再怎么說語言都不會太輕松。

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Biologist, Eric Lenneberg argued that LAD, like other biological function, works successfully only when it is stimulated at the right time——A specific and limited time period for language acquisition——which is refered to as the「Critical Period Hypothesis」.

上一段話當(dāng)【名詞解釋】，[可補(bǔ)充]CPH&<適應(yīng)性原則>~

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[雜談]——提到<適應(yīng)性原則>這個<基礎(chǔ)哲學(xué)>，

假如，我們拿到一段話，800字，要記憶要背誦。

再假如，我們拿到一個主旨，要求寫800字。

&橋梁即<基礎(chǔ)哲學(xué)>，伸縮自如！

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[頭腦風(fēng)暴]——我舉個例子，<Motherese/CDS/Caretalker Talk>屬不屬于<適應(yīng)性原則>？屬于，好的就促進(jìn)，差的就抑制，適應(yīng)與匹配，適合的才是最好的。

LAD&CPH也屬于，就像睡覺一樣，中醫(yī)說22: 00-6: 00就是休息時間，如果調(diào)換生物鐘，哪怕睡眠充足，也是不怎么好的，反正中醫(yī)就是這么個理念，道理就是這么個道理，這也是<適應(yīng)性原則>的體現(xiàn)。

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然后，書上給的時間節(jié)點(diǎn)是青春期，即「Puberty/Adolescence」。但我感覺這個時間(13~16歲)應(yīng)該是滯后了。

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[實(shí)事]——Victor had been deprived of language contact for 12 years when he was found naked in the woods of Aveyron in France. Upon capture, he was found completely wild. A young doctor, devoted five years to civilizing Victor and teaching him French. In spite of some success in developing Victor's sociability, memory, judgment, and all the functions of his senses, Victor remained unreceptive to all sounds other than those which had meaning for him in the forest such as the cracking of nuts, animal sounds, or the sound of rain. He only succeeded in saying two words: “l(fā)ait" and “O Dieu”. Finally, The doctor gave up.

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