Search Results - The Language Instinct

Pinker sets out to disabuse the reader of a number of common ideas about language, e.g. that children must be taught to use it, that most people's grammar is poor, that the quality of language is steadily declining, that language has a heavy influence on a person's possible range of thoughts (the Sapir-Whorf hypothesis), and that nonhuman animals have been taught language (see Great Ape language). Each of these claims, he argues, is false. Instead, Pinker sees language as an ability unique to humans, produced by evolution to solve the specific problem of communication among social hunter-gatherers. He compares language to other species' specialized adaptations such as spiders' web-weaving or beavers' dam-building behavior, calling all three "instincts."

By calling language an instinct, Pinker means that it is not a human invention in the sense that metalworking and even writing are. While only some human cultures possess these technologies, all cultures possess language itself. As further evidence for the universality of language, Pinker notes that children spontaneously invent a consistent grammatical speech (a creole) even if they grow up among a mixed-culture population speaking an informal trade pidgin with no consistent rules. Deaf babies "babble" with their hands as others normally do with voice, and spontaneously invent sign languages with true grammar rather than a crude "me Tarzan, you Jane" pointing system. Language (speech) also develops in the absence of formal instruction or active attempts by parents to correct children's grammar. These signs suggest that rather than being a human invention, language is an innate human ability. Pinker also distinguishes language from humans' general reasoning ability, emphasizing that it is not simply a mark of advanced intelligence but rather a specialized "mental module". He distinguishes the linguist's notion of grammar, such as the placement of adjectives, from formal rules such as those in the American English writing style guide. He argues that because rules like "a preposition is not a proper word to end a sentence with" must be explicitly taught, they are irrelevant to actual communication and should be ignored. Instead, he recommends guides such as The Elements of Style, which focus on clarity of expression rather than prescriptive rules of grammar.

Pinker attempts to trace the outlines of the language instinct by citing his own studies of language acquisition in children, and the works of many other linguists and psychologists in multiple fields, as well as numerous examples from popular culture. He notes, for instance, that specific types of brain damage cause specific impairments of language such as Broca's aphasia or Wernicke's aphasia, that specific types of grammatical construction are especially hard to understand, and that there seems to be a critical period in childhood for language development just as there is a critical period for vision development in cats. Much of the book refers to Chomsky's concept of a universal grammar, a meta-grammar into which all human languages fit. Pinker explains that a universal grammar represents specific structures in the human brain that recognize the general rules of other humans' speech, such as whether the local language places adjectives before or after nouns, and begin a specialized and very rapid learning process not explainable as reasoning from first principles or pure logic. This learning machinery exists only during a specific critical period of childhood and is then disassembled for thrift, freeing resources in an energy-hungry brain.