University:
California State University, Northridge
Course:
LING 403 | Introduction to Morphology
Academic year:

2024
Views:

396

Pages:

13
Author:

Esther Schaefer

Semantic Rules--Language Content Morphemes are the smallest unit of a language that can carry meaning. But how do they get that meaning? Its through the interaction of the symbol and the environment. Initially, when the child is almost a year old they begin to receptively associate a Symbel (5) with an Referent (R). It might be a choc, for example or a pet dog. Often, this association is very concrete. Nestes That means, the symbol "dog" refers to that one dog and no others. S Ironically, that is reality, because there are no twe things alike in the world. Children, perhaps, see it os it really is Reality, however, is not very efficient, and the child coon becomes aware that other referents can be associated with the same symbol. The Child must determine which referents belong within a Symbol's umbrella of meaning Now the struggle begins for the child to determine just which referents are to be included within the umbrella of the symbol. R Hence, a cat, a goat, a horse and a cow may all be called "dog" by the two year old (COW) (৩০৬) $ (LOS) (CAT) (105) (SOAT) B(HORSE) Their first inclination is to over generalize and name anything that walks on for legs a dog. Then comes a process of refinement as parents read to, and correct the child's communication errors. Chomsky's Language Acquisition Device and Classical Conditioning Theory may explain Symbolic Acquisition. I can think of at least five different processes that may account for the development of these Referent-Symbel associations Their roles may vary depending upon the stage of language development the child has reached. 1. The Language Acquisition Device (LAD): Chomsky proposed a special neurological system in the human brain that facilitates language development. He called this the Language Acquisition Device (LAD). It is possible that this system provides the human brain with the capacity to make the referent-symbol association with minimal stimulation and little effort. This certainly comes to mind as one observes the two and a half year old child pickup words with dazzling speed. 2 Classical Conditioning: In one of Pavlov's experiments in learning, he rang a bell when he fed a dog. B. F. Skinner proposed a theory of Operant Conditioning to account for Language Acquisition The bell in Pavlov's experiment became associated with feed and the dog selivated at just the sound of the bell olone. In this case, the bell was a sign--a call to action. The learning process for symbola, however, would be the same. Mother says, "Daddy," to the child each time Dad comes in the room. The child learns to associate the sound "Daddy with the person. 4 3 Oparant Conditioning: In come instances the behavior of children is shaped by the consequences of their actions. A complex theory of language Development based on this premise was developed by B. F. Skinner. 4 The baby, in the process of making vocal sounds, hits by chance upon the combination "da-da." Dad, upon hearing this immediately picks him. up, swings him around and makes a fuss.