Language and cognition theories explore how we acquire, process, and use language. From Chomsky's innate grammar to usage-based models, these theories offer diverse perspectives on linguistic development and mental processes.

Key models like connectionism and dual-route reading provide insights into language learning and disorders. Cross-linguistic research challenges universal claims, while competition models explain processing differences across languages. These theories shape our understanding of the mind-language connection.

Theories of Language and Cognition

Generative and Cognitive Approaches

• Chomskyan approach (generative grammar) proposes innate language faculty and universal grammar
  • Emphasizes role of syntax in language acquisition and processing
  • Posits Language Acquisition Device (LAD) facilitates rapid language learning in children
  • Predicts existence of universal grammatical principles across all languages
• Cognitive linguistics views language as part of general cognitive abilities
  • Focuses on relationship between language, thought, and conceptual structure
  • Emphasizes embodied cognition (language grounded in physical experiences)
  • Explores how metaphors shape understanding of abstract concepts
• Usage-based theory suggests children learn language through exposure to linguistic constructions
  • Emphasizes role of input frequency and context in language acquisition
  • Predicts gradual emergence of grammatical categories through pattern recognition
  • Explains individual differences in language proficiency based on varied linguistic experiences

Connectionist and Processing Models

• Connectionist models explain language as emergent properties of neural networks
  • Also known as parallel distributed processing models
  • Simulate language learning through adjusting connection strengths between simple units
  • Predict continuous, gradual learning processes rather than abrupt stages
• Dual-route model of reading proposes two pathways for word recognition
  • Lexical route for familiar words (direct access to mental lexicon)
  • Sublexical route for unfamiliar words or nonwords (phonological decoding)
  • Predicts different processing patterns for regular vs. irregular words
• Declarative/procedural model distinguishes between lexicon and grammar
  • Mental lexicon relies on declarative memory (facts, events)
  • Grammar depends on procedural memory (skills, habits)
  • Predicts dissociations between lexical and grammatical processing in language disorders

Cross-linguistic and Competition Models

• Competition model emphasizes cue validity and strength in language processing
  • Analyzes how different languages prioritize various cues (word order, agreement, etc.)
  • Predicts cross-linguistic differences in sentence interpretation strategies
  • Explains challenges in second language acquisition due to conflicting cue hierarchies
• Cross-linguistic research examines language universals and variations
  • Challenges some universal grammar claims with evidence of diverse grammatical structures
  • Supports usage-based theories by showing input-driven acquisition patterns
  • Informs theories of language typology and linguistic relativity

Comparing Theoretical Perspectives

Innate vs. Experience-based Language Acquisition

• Chomskyan approach assumes innate language acquisition device
  • Predicts rapid acquisition of complex grammatical structures
  • Explains apparent poverty of stimulus in language input
• Usage-based and connectionist models emphasize role of input and experience
  • Predict gradual, item-based learning of linguistic constructions
  • Explain individual differences in language proficiency based on input quality and quantity
• Cognitive linguistics shares assumption that language is grounded in general cognition
  • Contrasts with Chomskyan view of specialized language faculty
  • Predicts interactions between linguistic and non-linguistic cognitive processes

Processing Mechanisms and Predictions

• Connectionist models propose gradual, continuous learning processes
  • Simulate language acquisition through statistical learning mechanisms
  • Predict smooth learning curves and fuzzy category boundaries
• Chomskyan approach suggests more abrupt, stage-like acquisition
  • Predicts sudden emergence of grammatical competence
  • Expects clear distinctions between grammatical and ungrammatical structures
• Dual-route model predicts different processing for regular and irregular words
  • Regular words (jump, jumped) processed via rule-based route
  • Irregular words (go, went) accessed through lexical lookup
• Connectionist models propose single mechanism for all word types
  • Simulate both regular and irregular patterns through associative learning
  • Predict graded effects of frequency and similarity in word processing

Flexibility and Universality in Language

• Cognitive linguistics and usage-based theory predict flexibility in categories
  • Expect fuzzy boundaries between linguistic constructions
  • Allow for prototype effects and family resemblance in grammatical categories
• Chomskyan approach focuses on universal principles of grammar
  • Predicts core set of innate grammatical constraints across all languages
  • Expects limited variation in fundamental syntactic structures
• Competition model emphasizes cross-linguistic differences in cue reliability
  • Predicts varied strategies for sentence interpretation across languages
  • Explains language-specific processing biases (verb-final vs. verb-initial languages)

Evidence for Language and Cognition Theories

Neuroimaging and Computational Evidence

• Neuroimaging studies provide evidence for both modular and distributed processing
  • fMRI shows specialized areas (Broca's, Wernicke's) supporting modular views
  • Widespread activation patterns during language tasks support distributed processing
• Computational simulations of connectionist models replicate language phenomena
  • Successfully model past tense acquisition (regular vs. irregular verbs)
  • Simulate reading development and dyslexia patterns
• Critics argue connectionist models may not capture full language complexity
  • Difficulty modeling complex syntactic structures (center-embedded sentences)
  • Challenges in scaling up to full vocabulary and grammatical systems

Developmental and Disorder Studies

• Crosslinguistic research on acquisition challenges universal grammar claims
  • Variations in grammatical category emergence across languages
  • Evidence for input-driven learning of language-specific features
• Studies on Specific Language Impairment (SLI) interpreted differently
  • Some view as evidence for innate grammatical knowledge deficits
  • Others explain through general cognitive or perceptual processing difficulties
• Reading disorder research provides support for dual-route model
  • Surface dyslexia (difficulty with irregular words) suggests impaired lexical route
  • Phonological dyslexia (difficulty with nonwords) indicates sublexical route problems
• Connectionist models successfully simulate normal and impaired reading
  • Model both developmental and acquired dyslexias through network manipulations
  • Explain individual differences in reading ability as variations in network properties

Neuropsychological and Cross-linguistic Evidence

• Neuropsychological studies offer evidence for declarative/procedural model
  • Alzheimer's patients show preserved grammar with impaired vocabulary
  • Parkinson's patients display grammatical deficits with intact lexical knowledge
• Interpretation of findings remains debated in the field
  • Alternative explanations based on task demands and processing complexity
  • Questions about the sharp distinction between declarative and procedural systems
• Cross-linguistic studies support competition model predictions
  • Demonstrate varied cue validity across languages (case marking, word order)
  • Show language-specific sentence interpretation strategies
• Model's explanatory power for all aspects of acquisition questioned
  • Challenges in accounting for abstract syntactic knowledge
  • Debates about the nature of linguistic universals and their origins

Applying Theories to Language and Cognition

Explaining Language Acquisition and Processing

• Chomskyan approach explains rapid acquisition of complex structures
  • Accounts for children's early production of multi-word utterances
  • Predicts universal constraints on possible grammatical rules (structure dependence)
• Cognitive linguistics analyzes metaphorical language use
  • Explains how conceptual metaphors (life is a journey) structure thought
  • Predicts cross-cultural variations in metaphor based on shared experiences
• Connectionist models simulate language acquisition patterns
  • Model U-shaped learning curves (go → went → goed → went)
  • Predict frequency and similarity effects in word learning and processing

Predicting Language Learning and Impairment

• Usage-based theory predicts effects of input on language development
  • Explains vocabulary differences based on caregiver speech quantity and quality
  • Predicts faster acquisition of high-frequency constructions
• Dual-route model explains reading patterns in different orthographies
  • Predicts easier learning of transparent orthographies (Spanish, Italian)
  • Accounts for difficulties in opaque orthographies (English, French)
• Declarative/procedural model interprets language impairment patterns
  • Predicts selective deficits in grammar or vocabulary in different disorders
  • Suggests targeted rehabilitation approaches based on preserved memory systems

Analyzing Cross-linguistic Phenomena

• Competition model analyzes sentence interpretation across languages
  • Explains why English speakers rely more on word order, while Italian speakers focus on agreement
  • Predicts potential difficulties for L2 learners (English learners of Japanese struggling with case markers)
• Cognitive linguistics explores cultural influences on conceptual metaphors
  • Analyzes how languages conceptualize time differently (linear vs. cyclical)
  • Predicts potential cross-cultural misunderstandings based on metaphorical differences
• Connectionist models simulate bilingual language processing
  • Model code-switching patterns and cross-linguistic interference
  • Predict transfer effects in second language acquisition based on L1-L2 similarities