Challenging Chomsky : the generative garden game

목차 (Table of Contents)

• CONTENTS
• Acknowledgements = xiii
• Forewarning = xv
• 1 The Lie of the Land = 1
• 1.1 Generative grammar vs non-generative grammar = 1
• 1.2 Chomskyan generative grammar vs non-Chomskyan generative grammar = 3
• 1.3 Chomskyan linguistics vs Chomsky's linguistics = 5
• 1.4 Chomsky's linguistics vs radical Chomsky-like linguistics = 6
• 1.5 Generative grammar vs transformational grammar = 8
• 2 The Maze of Mentalism = 12
• 2.1 The problem of language acquisition = 13
• 2.1.1 The logical problem of language acquisition vs the psychological problem of language acquisition = 13
• 2.1.2 Plato's problem vs Orwell's problem = 15
• 2.1.3 A genetic or innate component vs an experiential component in language acquisition = 16
• 2.2 The nature of the linguistic experience or evidence = 18
• 2.2.1 The poverty of the stimulus vs the degeneracy of the stimulus = 19
• 2.2.2 The simplified data offered by mothers and caretakers to children vs the actual data-base for language acquisition = 20
• 2.2.3 The data available to the child learning a language vs the data available to the linguist studying the language = 21
• 2.2.4 Primary linguistic data vs data about child grammars = 23
• 2.2.5 The child's being exposed to evidence about its language vs the child's learning the language = 23
• 2.3 The genetic component in the acquisition of knowledge of language = 25
• 2.3.1 Initial state vs (relatively) stable steady state = 25
• 2.3.2 Innateness vs specificity = 27
• 2.3.3 Distinct language faculty vs general(ized) learning mechanisms = 29
• 2.3.4 (Idealized) uniformity vs (real) variation in the species = 31
• 2.3.5 Genetically determined factors vs factors operative at birth = 32
• 2.3.6 Genetic vs epigenetic = 33
• 2.3.7 Fundamental principles vs open parameters = 34
• 2.4 The process of language acquisition = 35
• 2.4.1 Growth/maturation vs learning = 35
• 2.4.2 (Language) growth vs hypothesis-formation or abductive learning = 37
• 2.4.3 Instructive theories of learning vs selective theories of learning = 39
• 2.4.4 Parameter fixing vs rule acquisition = 40
• 2.4.5 Rationalism vs empiricism = 41
• 2.4.6 Rationalism vs constructivism = 44
• 2.5 The nature of knowledge of language = 47
• 2.5.1 Knowledge of language vs the capacity to use a language = 47
• 2.5.2 Behaviour as evidence vs behaviour as a criterion = 49
• 2.5.3 Knowledge of language vs the creative aspect of language (use) = 51
• 2.5.4 Having a mental structure vs lacking a mental structure = 52
• 2.5.5 Conscious knowledge vs unconscious knowledge = 55
• 2.5.6 Knowing a language vs knowing how to ride a bicycle = 57
• 2.5.7 Grounded/justified knowledge vs a priori knowledge vs caused knowledge = 58
• 2.5.8 'Supplying good reasons' vs 'constituting triggering experience' = 61
• 2.5.9 Knowledge of language vs knowledge of arithmetic = 63
• 2.5.10 The intuitive/pretheoretic notion of language vs the technical concept of language = 64
• 2.5.11 The ideal speaker-listener vs an ordinary speaker-listener = 65
• 2.5.12 Mixed language vs pure language = 67
• 2.5.13 E(xternalized) language vs I(nternalized) language = 68
• 2.5.14 I(nternalized) language vs P(latonic) language = 73
• 2.5.15 Grammatical competence vs pragmatic competence = 74
• 2.5.16 The computational system vs the conceptual system/the system of conceptual structure(s) = 76
• 2.5.17 Human language vs symbolic systems taught to apes = 79
• 2.5.18 The component specific to the language vs the component contributed by the initial state = 81
• 2.5.19 (The) core vs (the) periphery = 82
• 2.5.20 Marked (rules/structures) vs unmarked (rules/structures) = 84
• 2.5.21 An abstract rule system vs a system of fixed parameters = 88
• 2.6 Language use = 91
• 2.6.1 (Linguistic) competence vs (linguistic) performance = 91
• 2.6.2 Cartesian problems vs Wittgensteinian problems = 94
• 2.6.3 Ascription-of-rule-following by a person in ordinary life vs ascription-of-rule-following by a scientist = 97
• 2.6.4 Dispositional vs causal vs descriptive vs normative = 100
• 2.6.5 The rule-system theory vs the principles-and-parameters theory of language use = 102
• 2.7 The nature of mind in general = 104
• 2.7.1 Mind vs body = 105
• 2.7.2 Physical structures of the brain vs abstract structures of the mind = 107
• 2.7.3 Modularity vs uniformity = 109
• 2.7.4 Modularity vs innateness = 113
• 2.7.5 External autonomy vs internal autonomy = 116
• 2.7.6 The form/structure of a mental faculty/entity vs the function of a mental faculty/entity = 121
• 3 The Terrain of Theory = 125
• 3.1 The theory of grammar/the theory of language/the general-linguistic theory = 126
• 3.1.1 A theory of grammar vs a generative grammar of a particular language = 126
• 3.1.2 A theory of grammar vs a theory of language use = 127
• 3.1.3 Linguistic theory vs the field of linguistics = 129
• 3.2 Linguistic universals = 130
• 3.2.1 Linguistic universals vs statements postulating a property common to all languages = 130
• 3.2.2 Claims about biologically necessary properties of language vs claims about logically/conceptually necessary properties of language = 131
• 3.2.3 Linguistic universals vs cross-linguistic generalizations = 133
• 3.2.4 Subcomponents of rule systems vs subsystems of principles = 135
• 3.3 (Generative) grammars = 137
• 3.3.1 A descriptive/linguistic grammar vs a mental/internalized grammar = 137
• 3.3.2 A generative grammar vs a traditional/pedagogical grammar = 139
• 3.3.3 The generation of sentences vs the production and interpretation of sentences = 140
• 3.3.4 Sentence generation vs parameter fixing and element licensing = 143
• 4 The Marshes of Method = 145
• 4.1 Problems, aims and idealizations = 146
• 4.1.1 Problems vs mysteries = 146
• 4.1.2 Depth of insight vs gross coverage of data = 148
• 4.1.3 (Deep) explanatory principles vs (superficial) empirical generalizations = 150
• 4.1.4 Idealization vs inventorization = 152
• 4.2 Description and explanation = 155
• 4.2.1 Realism vs non-realism = 156
• 4.2.2 Psychological reality vs truth = 159
• 4.2.3 Hypotheses describing behaviour vs rules constituting part of the structure of AS = 164
• 4.2.4 Abstract description/characterization vs concrete description/characterization = 165
• 4.2.5 Descriptive adequacy/descriptively adequate vs explanatory adequacy/explanatorily adequate = 169
• 4.2.6 Rationalism vs empiricism = 170
• 4.3 Empirical status = 174
• 4.3.1 Empirical vs a priori = 174
• 4.3.2 Naive falsificationism vs sophisticated falsificationism = 176
• 4.3.3 Empirical vs notational = 178
• 4.4 Justification = 179
• 4.4.1 Evidence vs demonstration = 179
• 4.4.2 Direct methods/tests vs indirect argumentation = 181
• 4.4.3 Internal (linguistic) evidence vs external (linguistic) evidence = 182
• 4.4.4 Evidence from a single language vs evidence from a diversity of languages = 187
• 4.4.5 Evidence from genetically related languages vs evidence from genetically unrelated languages = 188
• 4.5 Simplicity = 189
• 4.5.1 Conceptual simplicity vs messy systems = 190
• 4.5.2 Simplicity of principles and rules vs (apparent) complexity of phenomena and structures = 191
• 4.5.3 Simplicity of principles and theories vs complexity of argument = 192
• 4.5.4 Conceptual simplicity vs notational simplicity = 193
• 5 Locus in the Landscape of Learning = 196
• 5.1 Linguistics vs philosophy = 197
• 5.2 Linguistics vs mathematics = 198
• 5.3 Linguistics vs psychology = 199
• 5.4 Linguistics vs the brain sciences = 200
• 5.5 Linguistics vs the natural sciences = 201
• Afterthoughts = 206
• Notes = 208
• Bibliography = 227
• Index = 236