![]() This conclusion is important because the study of language plays a central role in diverse disciplines-from poetry to artificial intelligence to linguistics itself misguided methods lead to questionable results. The new findings indicate that if researchers truly want to understand how children, and others, learn languages, they need to look outside of Chomsky’s theory for guidance. These capabilities, coupled with a unique human ability to grasp what others intend to communicate, allow language to happen. Instead the new research shows that young children use various types of thinking that may not be specific to language at all-such as the ability to classify the world into categories (people or objects, for instance) and to understand the relations among things. ![]() The research suggests a radically different view, in which learning of a child’s first language does not rely on an innate grammar module. That work fails to support Chomsky’s assertions. ![]() Recently, though, cognitive scientists and linguists have abandoned Chomsky’s “universal grammar” theory in droves because of new research examining many different languages-and the way young children learn to understand and speak the tongues of their communities. The idea that we have brains hardwired with a mental template for learning grammar-famously espoused by Noam Chomsky of the Massachusetts Institute of Technology-has dominated linguistics for almost half a century. ![]()
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