Unconstrained Learning

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Species Constraints
Unconstrained Learning
Domain Constraints
Timing Constraints
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Species Constraints
Unconstrained Learning
Domain Constraints
Timing Constraints
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Taste Aversion
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Konrad Lorenz
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Species Constraints
Unconstrained Learning
Domain Constraints
Timing Constraints
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Categorical Speech Perception
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Noam Chomsky
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John is easy to please. John is eager to please.
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John is easy to please. John is eager to
please. It is easy to please John. It is eager
to please John.
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(1) Who do you want to see? (2) Who do you want
to feed the dog? (3) Who do you wanna
see? (4) Who do you wanna feed the dog?
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(1) Who do you want to see? (2) Who do you want
to feed the dog? (3) Who do you wanna
see? (4) Who do you wanna feed the dog? (5)You
want to see who? (6)You want who to feed the
dog?
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(1) Who do you want to see? (2) Who do you want
to feed the dog? (3) Who do you wanna
see? (4) Who do you wanna feed the dog? (5)You
want to see who? (6)You want who to feed the
dog? (7)Whoi do you want to see ti? (8)Whoi do
you want ti to feed the dog?
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Species Constraints
Unconstrained Learning
Domain Constraints
Timing Constraints
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Figure 2. Some theoretical predictions of the
critical period hypothesis showing disruption at
predicted end of the critical period.
(a)
(b)
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Critical Period in Second Language Learning?
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Figure 1. Re-analysis of Johnson and Newport
study showing discontinuity at age 20, and
continued decline in adult subjects. Reported in
Bialystok Hakuta, 1994.
r-.87
r-.49
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Figure 3. Self-reported English proficiency
for U.S. immigrants as a function of age of
arrival. Data from 1990 Census. Analysis
reported in Bialystok Hakuta, 1999.
Chinese
Spanish
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Figure 4. Comparison of performance on selected
English grammatical structures in adult and child
learners. Source Bailey, Madden Krashen,
1974, Language Learning.
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Figure 5. English proficiency development in
immigrant students from a Northern California
school district, separated by poverty level in
schools. This is a cross-sectional sample, but
all subjects included in this analysis were
enrolled in this school district since
Kindergarten.
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Figure 6. Self-reported English proficiency for
native Chinese immigrants as a function of age of
arrival, separated by educational attainment.
Data from 1990 Census. Analysis reported in
Bialystok Hakuta, 1999.
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4
English Proficiency
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Some College
2
HS Graduate
Some HS
lt8 yrs school
lt5 yrs school
1
0
20
40
60
80
Age of Immigration