|What is really profound in this work?||The study’s foci and length, and the corpus constructed.|
how is one’s native language learned?
How does language learning relate to other learning?
|There are several strong case studies of language learning,|
LC3 participates in and extends that tradition by broadening scope of the study to cover other aspects of the infant’s behavior and experience.
|New opportunities: a baby born to our family||Video recording of behavior captures enough context to interpret what was meant by early gesture and utterance.|
Minsky’s progress with The Society of Mind Theory.
|New ideas: Minsky argued that language structures were developed from learning and that organization of prior knowledge of the physical world provides prototypes of later manifest linguistic structure.||The LC3 corpus is constructed to explore an infant’s learning about the physical world and social relations, and to capture verbal behavior and her communication interactions in these different domains.|
LC3 is two, long, asynchronous studies of development of one mind: the study of learning about objects and space; and the study of social interactions, focused on language learning.
|Inspiration: Minsky, previous research with my children||The close observation of one young child’s learning was as engaging as anything encountered in my life. So it remains.|
|Methods: studies of individuals are most valuable when they can be clearly related to our common human nature and concerns.||The parallel cases strategy was adopted to provide both a “spine” relating this infant to norms of development and to permit exploration of Minsky’s conjecture about the relationships between physical relation structures and language structures.|
|Goals: construct a corpus to embody the parallel cases strategy.||Most of the text materials are here, now. Videos are digitized; a moiety are segmented and formatted for access through this archive.|
|Outcomes:||much has been done; more remains to be done. NLCSA will make public ongoing research and other outcomes.|
|Theory: ideas developed through explorations while a visiting Scholar at the Archives Piaget are the starting point for my new work in this archive.||Following Minsky, Peirce, George Miller, and my LC1 & LC2,|
I view the process of language learning as beginning with creation by the infant of personal communication routines in the family circle. As vocables are gradually added, this becomes a transient private language (an “idiolangue”). As the infant expands communication to non-intimates, the idiolangue is necessarily standardized for interaction with others who know the infant less well.