Steven Pinker

Critical Period for Language Acquisition

Pinker emphasizes the importance of a critical period in childhood for successful language acquisition. He notes that children are much more adept at learning languages than adults, and this ability diminishes with age. Pinker provides compelling examples, such as immigrants who arrived in the United States before puberty performing better in language tests than those who arrived later. He states, 'The evidence that young brains are better than older brains at learning and creating language has been piling up in the last dozen years.'

The Biological Basis of Language

Pinker explores the neurological and genetic underpinnings of language, discussing how specific areas of the brain, such as Broca's and Wernicke's areas, are crucial for language production and comprehension. He also touches on genetic factors, citing studies on Specific Language Impairment (SLI) that suggest a hereditary component to linguistic ability. Pinker emphasizes, 'The brain is not a blank slate but a complex organ with specialized circuits for different kinds of information processing, including language.'

The Evolution of Language

Pinker argues that language is an evolutionary adaptation unique to humans. He explains that language is not just a cultural phenomenon but a biological one, deeply rooted in our neural architecture. Pinker posits, 'The variegated phenomena of language could be brought together under the unifying idea that language is an evolutionary adaptation of the human species.' This idea challenges the traditional view that language is solely a product of cultural evolution and highlights the biological underpinnings of our linguistic capabilities.

The Role of Syntax in Language

Pinker delves into the complexity and importance of syntax in human language. Syntax allows for the arrangement of words into meaningful sentences, enabling the expression of intricate thoughts. He compares syntax to a 'Darwinian organ of extreme perfection and complication,' highlighting its evolutionary significance. Pinker illustrates this with examples of passive constructions and wh-questions, showing how syntax allows for flexibility and clarity in communication.

Promote Early Language Learning

Recognize the importance of early language exposure and learning. Encourage bilingualism or multilingualism from a young age, as children are more adept at picking up multiple languages before puberty.

Utilize Neuroimaging Techniques

Use advanced neuroimaging techniques to study the brain's language areas. This can provide insights into how different regions contribute to language processing and help in developing targeted therapies for language disorders.

Appreciate Linguistic Diversity

Recognize and respect the diversity of languages as a reflection of human cognitive flexibility. This can enhance cross-cultural communication and understanding.

Language is so tightly woven into human experience that it is scarcely possible to imagine life without it.

Language is a complex, specialized skill, which develops in the child spontaneously, without conscious effort or formal instruction.

Children must innately be equipped with a plan common to the grammars of all languages, a Universal Grammar, that tells them how to distill the syntactic patterns out of the speech of their parents.

Our thoughts come out of our mouths so effortlessly that they often embarrass us, having eluded our mental censors.

Thinking of language as an instinct inverts the popular wisdom, especially as it has been passed down in the canon of the humanities and social sciences.

No mute tribe has ever been discovered, and there is no record that a region has served as a 'cradle' of language from which it spread to previously languageless groups.

The crux of the argument is that complex language is universal because children actually reinvent it, generation after generation—not because they are taught, not because they are generally smart, not because it is useful to them, but because they just can’t help it.

The way we see colors determines how we learn words for them, not vice versa.

The real rule for forming questions does not look for the first occurrence of the auxiliary word as one goes from left to right in the string; it looks for the auxiliary that comes after the phrase labeled as the subject.

The brain is not a blank slate but a complex organ with specialized circuits for different kinds of information processing, including language.

The language instinct, like the eye, is an example of what Darwin called 'that perfection of structure and co-adaptation which justly excites our admiration,' and as such it bears the unmistakable stamp of nature’s designer, natural selection.

The consistency in the way children acquire language, regardless of their linguistic environment, underscores the innate nature of language.

The evidence that young brains are better than older brains at learning and creating language has been piling up in the last dozen years, and there is evidence for a gradual decline in the ability to master an accent beginning as young as two.

The notion of Universal Grammar continues to be debated, though in a half-full/half-empty way; the proverbial Martian scientist would still consider human languages to be extraordinarily similar compared with the countless ways one could imagine a system for vocal communication.

Several genes or genetic loci with a role in language have been identified, confirming that language is genetically complex and not the result of a single lucky mutation.

Language as an Instinct

Steven Pinker argues that language is not merely a cultural artifact but a biological instinct, akin to a spider's ability to spin webs. He emphasizes that language is a complex, specialized skill that develops in children spontaneously, without conscious effort or formal instruction. Pinker states, 'Language is so tightly woven into human experience that it is scarcely possible to imagine life without it.' This perspective challenges the traditional view that language is purely a cultural invention and highlights the biological underpinnings of our linguistic abilities.

Universal Grammar

Pinker delves into Noam Chomsky's theory of Universal Grammar, which posits that all human languages share a common structural basis. He explains that children are innately equipped with a plan common to the grammars of all languages, allowing them to distill syntactic patterns from their parents' speech. Pinker writes, 'Children must innately be equipped with a plan common to the grammars of all languages, a Universal Grammar, that tells them how to distill the syntactic patterns out of the speech of their parents.' This idea has reshaped our understanding of how language functions in the human brain.

Encourage Natural Language Development

Allow children to engage in conversations and expose them to rich linguistic environments. This supports the natural, instinctive acquisition of language.

Leverage Cognitive Science in Education

Utilize insights from cognitive science to develop teaching methods that tap into Universal Grammar principles. This can make language learning more intuitive and less reliant on rote memorization.

Language is so tightly woven into human experience that it is scarcely possible to imagine life without it.

Language is a complex, specialized skill, which develops in the child spontaneously, without conscious effort or formal instruction.

Children must innately be equipped with a plan common to the grammars of all languages, a Universal Grammar, that tells them how to distill the syntactic patterns out of the speech of their parents.

Our thoughts come out of our mouths so effortlessly that they often embarrass us, having eluded our mental censors.

Thinking of language as an instinct inverts the popular wisdom, especially as it has been passed down in the canon of the humanities and social sciences.

No mute tribe has ever been discovered, and there is no record that a region has served as a 'cradle' of language from which it spread to previously languageless groups.

The crux of the argument is that complex language is universal because children actually reinvent it, generation after generation—not because they are taught, not because they are generally smart, not because it is useful to them, but because they just can’t help it.

The way we see colors determines how we learn words for them, not vice versa.

The real rule for forming questions does not look for the first occurrence of the auxiliary word as one goes from left to right in the string; it looks for the auxiliary that comes after the phrase labeled as the subject.

The brain is not a blank slate but a complex organ with specialized circuits for different kinds of information processing, including language.

The language instinct, like the eye, is an example of what Darwin called 'that perfection of structure and co-adaptation which justly excites our admiration,' and as such it bears the unmistakable stamp of nature’s designer, natural selection.

The consistency in the way children acquire language, regardless of their linguistic environment, underscores the innate nature of language.

The evidence that young brains are better than older brains at learning and creating language has been piling up in the last dozen years, and there is evidence for a gradual decline in the ability to master an accent beginning as young as two.

The notion of Universal Grammar continues to be debated, though in a half-full/half-empty way; the proverbial Martian scientist would still consider human languages to be extraordinarily similar compared with the countless ways one could imagine a system for vocal communication.

Several genes or genetic loci with a role in language have been identified, confirming that language is genetically complex and not the result of a single lucky mutation.