The Language Instinct: How the Mind Creates Language by Steven Pinker Read Free Book Online Page A

is , coming immediately after this subject noun phrase, is the one that is moved:
    [a unicorn that is eating a flower] is in the garden.
is [a unicorn that is eating a flower] in the garden?
     

     
    Chomsky reasoned that if the logic of language is wired into children, then the first time they are confronted with a sentence with two auxiliaries they should be capable of turning it into a question with the proper wording. This should be true even though the wrong rule, the one that scans the sentence as a linear string of words, is simpler and presumably easier to learn. And it should be true even though the sentences that would teach children that the linear rule is wrong and the structure-sensitive rule is right—questions with a second auxiliary embedded inside the subject phrase—are so rare as to be nonexistent in Motherese. Surely not every child learning English has heard Mother say Is the doggie that is eating the flower in the garden? For Chomsky, this kind of reasoning, which he calls “the argument from the poverty of the input,” is the primary justification for saying that the basic design of language is innate.
    Chomsky’s claim was tested in an experiment with three-, four-, and five-year-olds at a daycare center by the psycholinguists Stephen Crain and Mineharu Nakayama. One of the experimenters controlled a doll of Jabba the Hutt, of Star Wars fame. The other coaxed the child to ask a set of questions, by saying, for example, “Ask Jabba if the boy who is unhappy is watching Mickey Mouse.” Jabba would inspect a picture and answer yes or no, but it was really the child who was being tested, not Jabba. The children cheerfully provided the appropriate questions, and, as Chomsky would have predicted, not a single one of them came up with an ungrammatical string like Is the boy who unhappy is watching Mickey Mouse? , which the simple linear rule would have produced.
    Now, you may object that this does not show that children’s brains register the subject of a sentence. Perhaps the children were just going by the meanings of the words. The man who is running refers to a single actor playing a distinct role in the picture, and children could have been keeping track of which words are about particular actors, not which words belong to the subject noun phrase. But Crain and Nakayama anticipated the objection. Mixed into their list were commands like “Ask Jabba if it is raining in this picture.” The it of the sentence, of course, does not refer to anything; it is a dummy element that is there only to satisfy the rules of syntax, which demand a subject. But the English question rule treats it just like any other subject: Is it raining? Now, how do children cope with this meaningless placeholder? Perhaps they are as literal-minded as the Duck in Alice’s Adventures in Wonderland:
    “I proceed [said the Mouse]. ‘Edwin and Morcar, the earls of Mercia and Northumbria, declared for him; and even Stigand, the patriotic archbishop of Canterbury, found it advisable—’”
“Found what? ” said the Duck.
“Found it ,” the Mouse replied rather crossly: “of course you know what ‘it’ means.”
“I know what ‘it’ means well enough, when I find a thing,” said the Duck: “it’s generally a frog, or a worm. The question is, what did the archbishop find?”
     
    But children are not ducks. Crain and Nakayama’s children replied, Is it raining in this picture? Similarly, they had no trouble forming question with other dummy subjects, as in “Ask Jabba if there is a snake in this picture,” or with subjects that are not things, as in “Ask Jabba if running is fun” and “Ask Jabba if love is good or bad.”
    The universal constraints on grammatical rules also show that the basic form of language cannot be explained away as the inevitable outcome of a drive for usefulness. Many languages, widely scattered over the globe, have auxiliaries, and like English, many languages move the auxiliary to