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Modularity of language reconsidered

Y Levy1

  • 1Psychology Department, Hebrew University, Jerusalem, Israel. msyonata@pluto.mscc.huji.ac.il

Brain and Language
|November 1, 1996
PubMed
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This study examines language modularity in developmental disorders. While grammar (little modularity) shows internal modularity, language faculty (Big Modularity) is not supported by cases like Williams Syndrome.

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • The concept of language modularity, suggesting language is an independent cognitive faculty, is debated.
  • Research in cognitive developmental disorders provides crucial insights into language acquisition and processing.

Observation:

  • Children with Williams Syndrome and individuals with intellectual disabilities exhibit unique linguistic profiles.
  • These cases are often cited to support strong claims of language modularity (Big Modularity).

Findings:

  • Empirical evidence supports 'little' modularity, referring to the internal modularity of grammatical systems.
  • The discussed cases do not substantiate 'Big' Modularity, the modularity of the entire language faculty.
  • Linguistic performance in these individuals is better explained by preserved language-specific accessing privileges.

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Implications:

  • Findings challenge strong modularity theories of language.
  • Preserved accessing privileges offer an alternative explanation for linguistic abilities in developmental disorders.
  • This research refines our understanding of the relationship between general cognition and language faculty.