Rethinking Innateness: Interactions all the way down
Jeffrey Elman, Ph.D.

Of all the behaviors that distinguish humans from other animals, perhaps none has as dramatic a consequence as language. Language forms the basis for much of human activity. Without language, there would be no large-scale social organization, no lasting culture, and no advanced technology. The question, "Where does language come from," is therefore of intense personal interest to us.

The discovery of genetic markers for many diseases has fueled speculation that the origin of language lies in "genes for language" - in other words, that language is innate. Efforts to pinpoint such genes have not been successful, however, and the extremely close genetic relationship between humans and non-language chimpanzees (over 98% genetic overlap) is puzzling. If language is innate, where and how does its innateness reside?

Dr. Elman will attempt to answer that question by discussing a recent proposal that builds on new insights from molecular genetics, developmental neuroscience, cognitive behavior, and computer simulation. In this framework, nature and nurture are not seen as separable components of development. Rather, nature and nurture interact at all levels - from language development down to embryogenesis and gene expression.

Dr. Elman is internationally known for his research on language processing, neural network models of cognition, and development. He is Professor of Cognitive Science at the University of California, San Diego.  more information on Jerry Elman, Ph.D.

Rethinking Innateness: Brain development, language, and the problem of critical periods
Elizabeth Bates, Ph.D.

The human brain is the only machine on the planet that can support language in a full-blown form. It has been suggested that our species has a language acquisition device-a special neural system that is innate, dedicated to language, and localized to specific parts of the brain. Differences between children and adults in their ability to learn a new language have led to speculation about a critical period for language, a window of opportunity that slams shut at some point before puberty, presumably because the special neural system for language learning has ceased to function.

There are good reasons to think that this long-standing view is wrong. Dr. Bates will discuss new evidence on early language development and the role that experience plays in shaping the brain. She will discuss evidence that children with injuries to the so-called language areas of the brain almost always go on to acquire language abilities in the normal range, providing that the brain can solve the problem in different ways. She will also suggest that the critical period for language learning is produced by learning itself and not by the loss of some mysterious language device. This new view of language and the brain, emphasizing the plastic and experience-dependent nature of brain organization, offers a basis for optimism about intervention and recovery in children and adults with language disorders.

Dr. Bates is known internationally for her work on normal and atypical language development in children and language processing adults, including comparative studies on languages around the world. She is a Professor of Psychology and Cognitive Science at the University of California, San Diego.  more information on Elizabeth Bates, Ph.D.

Erikson Institute and the University of Chicago co-sponsored this symposium series, "The Developing Child: Brain and Behavior," which brought well-known researchers to speak to the early childhood community of the greater Chicago area.

Both institutions are engaged in major projects funded by the McCormick Tribune Foundation as part of its Focus on Quality Initiative.