LBT326筱柔

LBT326筱柔

Who is doing the first 2 paragraphs on page 326?

The transformation of grammar are …. infinitely possible ones.

A superficial survey of language … response shaping hypothesis.

Who is typing the references on page 327-328?

A comparison of language in retarded children with language development of normal children indicates that there is a “natural language-learning strategy” that cannot be altered by training programs. Language unfolds lawfully and in regular stages. Language progress in the retarded appears to be primarily controlled by their biological maturation and their development of organizational principles rather than intelligent insight. The pathologically lowered IQ of the retarded does not result in bizarre use of language but merely in “frozen” but normal primitive language stages.

正常兒童與遲緩兒童在語言發展上的比較可顯示出有個無法藉由訓練課程更動的自然形成的語言學習策略。語言發展是有規則的階段。語言發展遲緩兒童主要被他們生理的成熟和組織原理的發展所支配而非聰明的洞察力。病理上智商較低的遲緩兒不會異常使用語言而只是凍結正常原始的語言階段。

A remarkable degree of language competence is achieved by the congenitally deaf, despite apparently overwhelming handicaps. Thus, language may still develop under very abnormal conditions. The specific teaching of grammatical rules (no matter whether they are old-fashioned ones or modern) does not appear to help the children substantially in their language development. There is no reason to doubt that their language proficiency would develop in the same manner as it develops in the hearing who are simply given a great number of grammatical (and often semigrammatical) sentences from which they abstract the structural principles by which they themselves begin then to form new sentences. Deaf children could hardly differ in the capacity for doing this from hearing children, provided they were given enough examples and are allowed to go through a natural order of grammatical development. We do not know how hearing children develop their ability to abstract structural principles, and we do not know how deaf children might do it. But this is no reason to try to instill language habits by means (teaching of grammatical rules) which have never been shown to be of any use for any other language-learning child.

卓越的語言能力由先天耳聾者實現，儘管這明顯是壓倒性的障礙。因此，語言也許仍然出現在非常異常條件下。語法規則的特別教學(不論是古板或現代的)似乎在語言發展上沒有極大幫助。沒有理由懷疑，他們的語言能力在相同的方法中會進步如從單存地接收聽見大量合文法的句子內(和經常部分合文法的)自己提取結構原則而形成新的句子。聾孩子與聽力正常小孩能力幾乎沒有不同，假如他們被提供足夠的例子而且被允許經歷文法發展的自然次序。我們不知道怎麼聽孩子如何發展他們的能力提取結構原則，而且我們不知道聾孩子如何可能做到。但沒道理去嘗試藉由沒有顯示任何用處的方法(文法規則的教學)逐漸灌輸語言習性給任何其他學習語言的小孩 。

Who is typing the references on page 327-328?