Understanding Language Acquisition: The Framework of Learning (Theory and Practice)

525 Pages·1993·1.15 MB·English

by  Christina E. Erneling

Understanding Language Acquisition : The
title: Framework of Learning SUNY Series,
Literacy, Culture, and Learning
author: Erneling, Christina E.
publisher: State University of New York Press
isbn10 | asin: 0791414620
print isbn13: 9780791414620
ebook isbn13: 9780585092041
language: English
Language acquisition, Learning,
subject Psychology of, Thought and thinking,
Language and languages--Philosophy.
publication date: 1993
lcc: P118.E76 1993eb
ddc: 401/.93
Language acquisition, Learning,
subject: Psychology of, Thought and thinking,
Language and languages--Philosophy.
Page iii
Understanding Language Acquisition
The Framework of Learning
Christina E. Erneling
State University of New York Press
Page iv
Published by State University of New York Press, Albany
© 1993 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner
whatsoever without written permission except in the case of brief
quotations embodied in critical articles and reviews.
For information, address State University of New York Press, State
University Plaza, Albany, NY 12246
Production by Susan Geraghty
Marketing by Bernadette LaManna
Library of Congress Cataloging-in-Publication Data
Erneling, Christina E.
Understanding language acquisition : the framework of learning/
by Christina E. Erneling.
p. cm. (SUNY series, literacy, culture, and learning)
Includes bibliographical references and index.
ISBN 0-7914-1461-2 ISBN 0-7914-1462-0 (pbk.)
1. Language acquisition. 2. Learning, Psychology of. 3. Thought
and thinking. 4. Language and languagesPhilosophy. I. Title.
II. Series.
P118.E76 1993
401'.93dc20 92-22085
CIP
10 9 8 7 6 5 4 3 2 1

Page v
For Alf
Page vii
Contents
Acknowledgments xiii
Introduction 1
Chapter 1 Learning: Going Beyond Information Given 7
The Two Problems of Learning: Productivity and the 7
Framework
Historical Attempts to Solve the Problems of Learning 15
Contemporary Solutions: Skinner, Chomsky, Fodor, and 21
Wittgenstein
The Problem of the Meaningfulness of the Framework: 24
Wittgenstein
Communication 26
The Domestication Model of Learning and Productivity 27
Summary of the Book 30
Chapter 2 Fodor's Theory of Learning 35
The Problem Situation 35
The Nature of the Framework: Fodor's Theory of Mind 38
The Productivity of Mental Processes 39
The Computational Nature of the Mind 41
The Language of Thought 42
The Semantics of the Language of Thought 45
Fodor's Strong Preformist Thesis 47
Fodor's Theory of Learning 49
Conclusion: The Myth of Learning 57
Page viii
Chapter 3 Problems with Fodor's Account of Learning 59
Is the Theory Empirical or A Priori? 59
Fodor Confuses the Description with What It 59
Describes
Learning as Computation 64
Can the Language of Thought Hypothesis Really 66
Explain Productivity?
Are Fodor's Basic Assumptions Tenable? 67
Fodor's Strong Preformist Thesis 67
Is the Language of Thought Intrinsically Meaningful? 71
The Language of Thought and the Following of Rules 77
Learning as Translation 78
Is Fodor's Theory the Only "Remotely Plausible 79
Theory"?
Conclusion 80
Chapter 4 Wittgenstein 1: Background and the Rejection of 81
a Language of Thought
The Problem Situation 82
Introduction 82
Two Problems of Learning 84
Problem 1: The Problem of Productivity 84
Problem 2: The Problem of the Framework 86
Does Wittgenstein Have a Theory of Learning at All? 87
Description, not Explanation 87
Conclusion: The Connection between Meaning and 89
Learning
Wittgenstein and the Language of Thought 90
Relationship between Early and Later Philosophy 90
Tractatus and the Language of Thought 90
Rejection of the Language of Thought Thesis of 94
Tractatus
Criticism of Image-and Act-Psychology 98