Impact
Genie's is one of the best-known cases of language acquisition in a child with delayed development. Since Curtiss published her findings, the vast majority of linguistic books have used Genie as a case study, frequently citing it as proof of Chomsky's theory of innate language and a modified version of Lenneberg's theory. In her writings, Curtiss argued for a weaker version of the critical period theory; that normal language acquisition cannot occur beyond puberty. She wrote that despite the innate ability of humans to acquire language, Genie demonstrated the necessity of early language stimulation to start, drawing a comparison to a baby who upon being born does not breathe until stimulated by a midwife. Furthermore, she stated that only language, not any other cognitive stimulation, could provide the necessary spark. Without the required stimulation, a person would be rendered incapable of processing language from the left hemisphere of the brain and would be forced to only use the right hemisphere, which is typically only used to process non-speech sounds. This did not mean the person would never be capable of producing any language, but that language would never progress into normal-sounding speech. Her arguments have become widely accepted in the field of linguistics, and were the impetus for several additional studies.
In particular, analysis of the data collected from Genie showed a sharp contrast between a linguistic and grammatical component in language. Although Genie acquired vocabulary well above the level of her estimated mental age, she never mastered phonology or a substantial amount of grammar. It was already known that adults who underwent a left hemispherectomy were better at regaining and maintaining vocabulary than grammar and syntax, similar to Genie; both the observations by Curtiss and the tests conducted on Genie's brain further bolstered the theory that the two processes underwent separate development. Scientists also noted the syntactical skills Genie acquired and used bore striking resemblance to two other common forms of communication; the grammar and syntax of pidgin languages, and the gesture systems deaf children invent when isolated from other deaf people. While both of these contain certain aspects of language, such as vocabulary, recursion, and word order, other grammatical components such as auxiliary structures are never present. The auxiliary component of language had been known to be one of the few acquired at different rates by children depending on the amount of language they heard. Genie's inability to master these structures supported the idea that the development of auxiliary and other similar syntactical systems is more sensitive than vocabulary, requiring a more conducive language environment to properly develop with a more specific critical period. This also suggested there was a separation of cognition and language rules, a new concept at the time. Genie's spatial and nonverbal skills were exceptionally good, which demonstrated that even nonverbal communication was fundamentally separate from actual language.
Genie's case has also been used in theorizing about whether the critical period hypothesis can be applied to the acquisition of a second language, a topic which remains the subject of considerable debate.
Read more about this topic: Genie (feral Child)
Famous quotes containing the word impact:
“One can describe a landscape in many different words and sentences, but one would not normally cut up a picture of a landscape and rearrange it in different patterns in order to describe it in different ways. Because a photograph is not composed of discrete units strung out in a linear row of meaningful pieces, we do not understand it by looking at one element after another in a set sequence. The photograph is understood in one act of seeing; it is perceived in a gestalt.”
—Joshua Meyrowitz, U.S. educator, media critic. “The Blurring of Public and Private Behaviors,” No Sense of Place: The Impact of Electronic Media on Social Behavior, Oxford University Press (1985)
“The question confronting the Church today is not any longer whether the man in the street can grasp a religious message, but how to employ the communications media so as to let him have the full impact of the Gospel message.”
—Pope John Paul II (b. 1920)
“Too many existing classrooms for young children have this overriding goal: To get the children ready for first grade. This goal is unworthy. It is hurtful. This goal has had the most distorting impact on five-year-olds. It causes kindergartens to be merely the handmaidens of first grade.... Kindergarten teachers cannot look at their own children and plan for their present needs as five-year-olds.”
—James L. Hymes, Jr. (20th century)