Universal Grammar: Wittgenstein versus Chomsky

Daniele Moyal-Sharrock, ‘Universal Grammar: Wittgenstein versus Chomsky’ in M. A. Peters and J. Stickney, eds., A Companion to Wittgenstein on Education: Pedagogical Investigations (Singapore: Springer Verlag, 2017), ISBN: 9789811031342The motivations for the claim that language is innate are, for many, quite straightforward. The innateness of language is seen as the only way to solve the so-called 'logical problem of language acquisition': the mismatch between linguistic input and linguistic output. In this paper, I begin by unravelling several strands of the nativist argument, offering replies as I go along. I then give an outline of Wittgenstein's view of language acquisition, showing how it renders otiose problems posed by nativists like Chomsky – not least by means of Wittgenstein's own brand of grammar which, unlike Chomsky's, does not reside in the brain, but in our practices.Peer reviewe

The poverty of the stimulus argument once again

El argumento más conocido en favor del innatismo de ciertas estructuras mentales sigue siendo el ‘Argumento de la Pobreza del Estímulo’ (APE). La idea general del APE es que el conocimiento que se requiere para desarrollar una cierta capacidad cognitiva excede en gran medida la información disponible en el entorno, de manera que el organismo contribuye con información innata. Un examen de la literatura del APE lingüístico muestra que aún no está del todo claro qué clase de argumento es y lo que realmente muestra. Mi objetivo en este trabajo es ofrecer un diagnóstico de la estrategia innatista que utiliza el APE. Así, distingo tres tipos de APE y argumento, en primer lugar, que la versión más apropiada, según ciertos criterios empíricos y teóricos, no parece ser suficiente para el innatismo lingüístico y, en segundo lugar, que para ser suficiente, suele complementarse con un argumento ‘de sillón’, cuya consecuencia es que convierte al innatismo en una hipótesis empírica debilitada.The best-known argument in favor of the innatism of certain mental structures is still the ‘Poverty of the Stimulus Argument’ (POSA). The general idea of the POSA is that the knowledge which needs to be acquired to develop a certain cognitive capacity vastly exceeds the information available in the environment, so the organism contributes innate information. A review of the literature on linguistic POSA shows that it is not yet fully clear what kind of argument this is and what it really shows. This paper is intended as a diagnosis of the innateness strategy that makes use of the POSA. I will distinguish three types of POSAs and argue, first, that the most appropriate type of POSA, according to certain empirical and theoretical criteria, does not seem to be sufficient for linguistic nativism and, second, that for it to be sufficient, it is usually supplemented with an armchair argument which weakens the empirical nature of the innateness hypothesis.Fil: Skidelsky, Liza. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Filosofía "Dr. Alejandro Korn"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

The Mind is Not (Just) a System of Modules Shaped (Just) by Natural Selection

[First paragraph]. 1. Did the Mind Evolve by Natural Selection? Of course our minds and brains evolved by natural selection! They aren’t the result of divine intervention or fabrication by space aliens. Nor are they solely products of drift or any other naturalistic alternative to selection. That natural selection profoundly "shaped" the mind and brain is accepted by both by evolutionary psychologists and virtually all of their most vigorous critics

Interventions to Improve the Management of Medically Uninsured Adult Patients with Type 2 Diabetes Mellitus in Primary Care, Community-Based Settings

This project measured the effect of a clinical algorithm on the provision of care to medically uninsured adult patients with type 2 diabetes and a low socioeconomic status (SES). Primary providers often fail to implement established standards for diabetes care to their maximal benefit and do not achieve American Diabetes Association (ADA) treatment standards. Saydah, et al. (2004) reported that only 48% of patients with diabetes achieved the recommended HbA1c goal, and 33% reached blood pressure and LDL targets. Goals for all three clinical parameters were obtained by only 7% of patients. The Stetler Model of Evidence-based Practice (EBP) provided the framework for this project. The setting was a primary care clinic for the medically uninsured. Practice patterns for primary care providers were compared to the 2010 ADA standards through chart audits (N = 61). An EBP clinical algorithm was designed and placed within each chart and a focused clinic visit was offered. After three months, a posttest chart audit assessed changes in health care provider practice patterns. Data analysis included descriptive statistics, means, and paired t test describing practice patterns prior to and following implementation of EBP recommendations. All of the 22 process of care standards demonstrated improvement. A pretest audit revealed the mean number of the standards completed was 13.68 (SD = 5.15) and posttest audits identified an increase in the mean number to 18.91 (SD = 4.91). This difference was statistically significant, t(60) = -9.23, (p = .000). The implementation of an evidence-based clinical algorithm to prompt provider interventions resulted in improved care to medically uninsured, adult patients with diabetes

Making waves in education

Making Waves in Education is a book of a collaborative nature, being a collection of chapters written by undergraduates studying B.A. Hons in Education at the Universities of Plymouth and York. Thirteen chapters, each from a different student, cover topics from learning theories to sex education, home education and autism. The chapters are well-organised and written, and they cover key topics in an accessible and thoughtful way. The chapters are generally well - referenced and present critical and balanced arguments. Many use hard statistics in an effective way to back up their points and all include bibliographies as indeed one expects from a serious publication. The collection therefore addresses itself to a wide readership of anyone interested in education, and students and teachers/trainers in HE in particula