Exam 3: Physical Development in Infancy and Cognitive Development in Infancy

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Skinner's and Chomsky's views differ in the relative contribution of biology versus experience they attribute to the development of grammatical language. Skinner sees language as solely the product of learning through interaction with others, whereas Chomsky argues that children are born with an innate ability that facilitates grammatical development. According to Skinner, children acquire syntax, or grammatical rules, by incorporating transitional probabilities (having to do with which words are most likely to follow others in a sentence) when they hear their caretakers speak. They are also rewarded by their caretakers when they use correct grammar. Chomsky disputes Skinner, saying that transitional probabilities are not enough to produce sensible sentences, that it's necessary to have an overall sentence plan, that parents do not reward correct grammar, and that they are much more likely to correct facts and let incorrect grammar slide.
Skinner's theory is partially supported by the fact that socioeconomic class affects the development of children's vocabulary. However, Chomsky points out that there is minimal variation in children's grammar, regardless of their backgrounds. Chomsky's idea of a universal grammar facilitator built into the brain receives some support from the fact that certain brain areas are dedicated to certain aspects of language production and comprehension. For example, language abilities appear to be concentrated in the left hemisphere, specifically in Broca's area, which is responsible for the production of fluent speech and an understanding of syntax, and Wernicke's area, which is involved in comprehension and the production of meaningful speech. The text notes that both views are extremes and only an interaction of biology and experience can account for the richness, uniqueness, and complexity of language.