The rule system Essay Example for Free

The rule system Essay Looking beyond the biological argument the debate carries on through two propositions of how children acquire and produce grammar: single and dual route theory (Mareschall et al. 2006).  Childrens inflectional morphology follows a curved pattern which begins with correct application of outer layers; for example adding ed at the end of a word indicates the past tense. Inflections then become disrupted as grammatical rules are over generalised producing common errors such as goed. With experience children then seem able to apply regular and irregular forms of various tenses with ease. This pattern of development is called the U-shape (Plunkett and Wood, 2006). A conventional account for this process is that infants simply memorise the correct formation and as they discover grammatical rules they over apply them creating mistakes, then as the rules become more robust they eliminate the over-regularisations and adopt the correct format for nouns and verbs (Plunkett and Wood, 2006) The competing theories differ in their account of how the memorisation and inflection process leads to the U-shape pattern of development (Plunkett and Wood, 2006).  Dual route theory has traditionally been associated with nativists such as Pinker (1988). The theory suggests that there is a memory system working in conjunction with a rule system. These two cognitive systems are activated when an individual attempt to inflect a word (Plunkett and Wood, 2006). The memory system, which they suggest keeps a record of all the irregular and most common inflections (Plunkett and Wood, 2006 p.182) is firstly consulted in an attempt to retrieve the appropriate formation. The rule system, which uses common rules of language to add endings to word stems, is simultaneously consulted to retrieve the appropriate ending. Should the memory system be successful in its search the rule system is prevented from proceeding (Plunkett and Wood, 2006). The dual route theory explains the U-shape as a result of the memory system failing to retrieve the correct inflection and thus liberating the rule system producing an over-regularisation. With experience rare inflections are then solidified producing fewer errors. The empiricist version lies with the single route theory which is supported by connectionist models who developed the same U-shape pattern of development and also learned plural inflections before past tense inflections (Plunkett and Wood, 2006, p.184) as infants do.  The theory holds that regular and irregular inflections are produced by a single system that stores all of the inflections in the language (Plunkett and Wood, 2006, p.183). Whilst connectionist networks can only serve as an indication of how credible  a theory is and not how such a process might occur, it is nevertheless a good reinforcement.  Single route theory proposes that the higher the numbers of inflections are stored in the memory the more intense the competition gets for memory space  resulting in what is known as the interference effect. This effect results in words with similar phonological sounds being confused. Another connectionist model produced by Rumelhart and McClelland (1987) lent support to this theory. The first few verbs fed into the network were successfully conjugated but as more were introduced so the competition for network resources intensified and resulted in over-regularisation. Then through further training irregular verbs became engraved and mistakes diminished (Plunkett and Wood, 2006). Other empiricists such as Marchman (1997) have produced evidence that favours single route theory by carrying out research that supports the prediction of which type of errors children are likely to produce. Marchman found that irregular verbs with many enemies were more likely to have {add/ed/} wrongly used as their past tense form than verbs that had few regular verb enemies also irregular verbs that had highly frequent past tense forms were less likely to be given the regular past tense endings than those verbs whose past tense form was rare (Plunkett and Wood, 2006, p.187), this adheres to the single route theory. Further support has been produced by cross-linguistic researches. Dual route theory serves as an efficient means for highly regular languages such as English. However for other languages such as German this is not the case nor is it valid for any language that has multiple ways of forming a tense. Chomskys Universal Grammar theory was challenged by Tomasello (2000) who suggested a distributional explanation for childrens understanding of syntax. His approach places verbs in a prominent position as they place important constraints on utterances (Plunkett and Wood, 2006). Rather than memorising all utterances Tomasello suggests analogy; a partial remembrance of some utterances that are later adapted as prototypes for new utterances (Plunkett and Wood, 2006). Early diary studies support this view. Brain (1963) made observations on his son through this early technique and observed that some words, which he called Pivot words only occurred in one position whilst Open words moved around freely. During the process of learning syntax, pockets of knowledge are formed; these then broaden allowing one another to influence each other creating grammatical regularities. According to the distributional approach the explanation for recovering from over-generalisation is that as the pockets of knowledge become more robust they develop an ability to isolate which in turn reduces errors that may of occurred through either the inappropriate extension of a pocket of grammatical knowledge or an attempt to resolve conflict between pockets of grammatical knowledge (Plunkett and Wood, 2006, p.196). Researchers such as Fodor and Karmiloff-Smith were a good representation of opposing views on brain modules. On balance the empirical evidence supports the epigenetic view of modularisation a process by which genes and the environment work together to create self organisation (Karmiloff-Smith, 1992). Neuroscience further supports a view in between nativists and empiricist, whilst they are able to produce evidence that the brain is capable of supporting language in other areas it is  unmistakable that damage to left hemisphere (the seat of language) can severely effect language development. How children acquire and produce grammar is debated  through single and dual route theory. Empirical evidence has given greater support to the single route theory which does not deny elements of nature but also incorporates  nurture. Connectionist networks are becoming a common method to test theories and have been used to lend support to many language theories such as the distributional approach. Children through out the world inevitably learn their mother tongue whether it be by speech or sign (Karmiloff-Smith, 2002). What is substantive is whether this is due solely to operant conditioning of caregivers or to an innate principle of universal grammar. In view of the evidence presented in this paper it seems implausible that language can develop without the presence of both nature and nurture as Bruner (1983) conveys; we shall make little progress if we adhere either to the impossible account of extreme empiricism or to the miraculous one of pure nativism. (Bruner 1983, P. 10).

Charles Dickens :: GCSE English Literature Coursework

Charles Dickens Something about Charles Dickens and his ability to take his reader to unbelievable places with his imaginative powers allows him the honor of being the most popular English novelist of the 19th century. Dickens has thrilled his readers for many years with his down-to-earth stories about real people forced into real situations. Charles Dickens has the ability to tell his stories from personal experiences. He fine-tuned his ability to tell his own story through the life of another character or cast of characters. Born on the evening of February 7, 1812, Charles Dickens was the second child of his parents, John and Elizabeth Dickens.. Although he was a solitary child, Dickens was observant and good natured . Looking back on this period of his life, Dickens thought of it as the golden age (Carey 6). In the first novel that he wrote, The Pickwick Papers, Dickens tries to bring back the good old times as he remembers them with their picturesque nature. Gary Carey believes that this novel displays the happiness of innocence and the playful spirit of the youth during the time of Dickens's youthful days (7). Overtaken by financial difficulties, the Dickens family was forced to move into a shabby suburb of Camden Town. This move must have shown the family how good they had it back in Chatham. There Dickens was removed from school and forced to work degrading menial jobs in an effort to help his struggling father put food on the table. Dickens was put to work in a blackening factory among many rough and cruel employees, probably the worst job in town. Shortly after Dickens started working in the factory his father was thrown into jail for failure to pay his debts, only to be released three months later. This period of time affected Dickens greatly as he went into a period of depression. He felt abandoned and destroyed by this evil roller-coaster ride of life he was on. From this time period come many of the major themes of his more popular novels. Perhaps the most popular of these novels is David Copperfield. In this novel Dickens depicts a young man who grows up in a very similar way to that of his own (Allen 28).

How slaves were affected Essay

When the African Americans were introduced to slavery, they didn’t accept what was happening to them and how they were being treated, but as time passed working for their masters, not only physical, but mental abuse took its toll and soon they began to believe the way they were living was normal and alright. Punishment played a giant role in slave life. It showed the consequences of not doing what was asked or disobeying their master thus instilling fear in every single slave the owner possessed. Charity Anderson recalls, â€Å"But honey chile, all white folks warn ‘t good to dere slaves, cause I’se seen poe niggas almos’ to’e up by dogs, and whipped unmercifully, when dey did’nt do lack de white folks say.† Mary Reynolds remembers, â€Å"I seed them put the men and women in the stock with they hands screwed down through holes in the board and they feets tied together and they naked behinds to the world. Solomon the [sic] overseer beat them with a big whip and massa look on. The niggers better not stop in the fields when they hear them yellin’. They cut the flesh most to the bones and some they was when they taken them out of stock and put them on the beds, they never got up again.† These two accounts show just what these poor slaves had to deal with. They were constantly watched, and felt that if they just as much as gave a superior a wrong look, they would be beaten, or even worse, killed. Of course slaves saw this as inhuman but had no choice to obey as their masters said. There is much evidence that shows how quick they learned to do as they were told and after a period of time, many slaves accepted the idea of being just that†¦a slave. This transformation started with the servants becoming fearful. Surviving was a game of smarts, hard work, and willpower. In order to live, slaves would allow their masters to beat and punish them without questioning so as not to risk a painful and senseless death. Snitching on other slaves who planned to escape was a good way to show their masters how loyal they were. Many slaves went as far as calling their masters â€Å"nice† and sometimes even boasting about their masters to other servants on different plantations. These small acts helped many stay alive but living oppressed lives affecting their minds and emotions forced themselves to cope with their sadness. Singing was common among slaves to express themselves and their hardships. Frederick Douglass recollects, â€Å"They told a tale of woe which was then altogether beyond my feeble comprehension; they were tones loud, long, and deep; they breathed the prayer and complaint of souls boiling over with the bitterest anguish.† The servants shared their feelings with each other through these hymns and so it made them strong enough to have the willpower to keep living by obeying and doing as they were told. Dogs lived a better life than many slaves, â€Å"We had very bad eatin’. Bread, meat, water. And they fed it to us in a trough, jes’ like the hogs. And ah went in may [sic] shirt till I was 16, nevah had no clothes. And the flo’ in ouah cabin was dirt, and at night we’d jes’ take a blanket and lay down on the flo’. The dog was supe’ior to us; they would take him in the house.† -Richard Toler. The serfs accepted that they lived worse than dogs and at this point, it becomes evident that slaves began accepting the life of slavery. They knew escaping was a bad idea because they would have no shelter, food, or clothes. If they were caught, they would be in the worst kind of trouble so they were forced to keep living the oppressed life. Being beaten and abused had them physically and mentally feeling that they were a lower race. Being intimidated all of the time had a harmful affect and they started to see slavery as acceptable. Their owners didn’t allow them to read or write so living with a roof over their head made them feel privileged. Mr. William McNeill says, â€Å"The escaped slaves were always trailed down by hounds; they never got away, there were always some good slaves to tell on others. I was glad when the slaves gained their freedom, even though we had a large number and lost plenty of money. They made many people rich and got nothing but punishment as a reward. They tell that some of the masters were good but I never did see a good one.† This man is one that didn’t buy into slavery and kept his mind from being brainwashed like many other slaves. He knew deep down that slavery was wrong and kept the truth in his reality. Even after the slaves were â€Å"freed,† life for them wasn’t as great as they hoped it would be and they soon realized that being freed was near as bad as being slaves. Being freed toyed with their minds; just like they became slaves and felt out of place in the beginning, they were put into another  tough position to have to readjust once again. â€Å"An’ after, soon after when we found out that we was free, why then we was, uh, bound out to different people. An’all such people as that. An’ we would run away, an’ wouldn’ stay with them. Why then we’d jus’ go an’ stay anywhere we could. Lay out a night in underwear. We had no home, you know. We was jus’ turned out like a lot of cattle. You know how they turn cattle out in a pasture? Well after freedom, you know, colored people didn’ have nothing. Colored people didn’have no beds when they was slaves. We always slep’ on the floor, pallet here, and a pallet there. Jus’ like, uh, lot of, uh, wild people, we didn’, we didn’ know nothing. Didn’ allow you to look at no book. An’ there was some free-born colored people, why they had a little education, but there was very few of them, where we was. An’ they all had uh, what you call, I might call it now, uh, jail centers, was jus’ the same as we was in jail.† -Fountain Hughes. This man described how, after being freed, he and his family lived the life that nomads lived. They traveled around aimlessly, trying to find any place they could possibly stay. He described themselves like cattle which was an understatement because cattle could at least count on being fed. They could eat the grass of the land but the newly freed slaves would be lucky if they could find a piece of fruit. The freed slaves had no money, no beds like Fountain said, no education, basically they had nothing to call their own. Living free was as if they were living in jail Hughes thought, and many others agreed. â€Å"An’ my father was dead, an’ my mother was living, but she had three, four other little children, an’ she had to put them all to work for to help take care of the others. So we had what you call, worse than dogs has got it now. Dogs has got it now better than we had it when we come along.† -Richard Toler. Families were torn apart when all members had to work in order for the family to be able to buy the essential necessities they needed to live. Toler said dogs have better lives now than the lives of black families after being freed which shows just how much of a mess the south was in. Many white people did not accept this idea of freeing the slaves so this had many colored people feeling insecure and out of place. Some white people would go out of their way to try and hurt the colored people like the KKK did.  Frederick Douglass talks about the idea of trust in â€Å"Getting Help from Others† He said he met an Irishman who felt it was a pity for Douglass to be a slave. He then told Douglass to run away to the north where he would find friends there to help him. â€Å"I pretended not to be interested in what they said and treated them as if I did not understand them; for I feared they might be treacherous. White men have been known to encourage slaves to escape, and then, to get the reward, catch them and return them to their masters.† Douglass had this distrust when he was a slave but these feelings were carried on even after people like Douglass were freed. They felt they could not trust anyone but their own people. This idea is seen in the Tar Baby story as well. The main purpose of this tale was to show black people that they shouldn’t go out of their way to talk to others. It was better to keep their mouths shut and thoughts to themselves because opening up to white folks could only get them into trouble. Since the colored people did not fit in, they kept to themselves which didn’t seem like true freedom. Douglass also said in â€Å"Thoughts of Escape† that he and the slaves â€Å"rather bear those ills we had, than fly to others, that we knew not of.† Once he and every other slave was freed, this is essentially what happened. They had to move and re-adapt to new ‘ills’ and complications which challenged them as slavery had challenged them once before. The whole time being slaves, black people finally started believing that slavery was what they were meant to do and it was alright for them to be treated at a lower level. Setting them free in an unaccepting world with no help or direction forced them once again, to cope with new problems and start a new theory about what it was they were really supposed to be doing or could be doing if it wasn’t working and slaving for the white man.

Drugs and Alcohol in the Criminal Justice System - 1396 Words

Frank Herton CJ411: Drugs and Alcohol in the Criminal Justice System Unit 2 Assignment May 1, 2012 Drug and alcohol abuse has been around as long as humans have been around. People have always had the desire to use substances to make them feel relaxed or stimulated. So because drugs and alcohol have always been existent, they have always been a part of our American culture through politics, media and advertising, and other American concepts. The time period of 1950-2000 was exceptionally active for American culture, and there were many turning points in research and knowledge, legislature, media, and how the general public viewed drug and alcohol use. From approximately 1950-1980, law firms defending tobacco companies really had†¦show more content†¦The following is a passage from First Lady, Nancy Reagan’s speech: â€Å"As we mobilize for this national crusade, I’m mindful that drugs are a constant temptation for millions. Please remember this when your courage is tested: You are Americans. You’re the product of the freest society mankind has ever known. No one, ever, has the right to destroy your dreams and shatter your life,† (â€Å"Just Say No: Address to the Nation,† 2007). Whether it was because of the â€Å"Just Say No† campaign or not, drug use among high school students was at a decline when Reagan left office (â€Å"Just Say No: Address to the Nation,† 2007). In the 1980’s, crack cocaine became a problem in the United States. Richard Pryor may have been the one to initially introduce crack cocaine to America when he reportedly ignited himself while attempting to smoke crack cocaine (â€Å"History of Drugs in America: Timeline of Important Dates,† 2012). Crack was cheap, simple to produce, ready for use, and very profitable for dealers, and it started surfacing in major US cities as early as 1981. The first crack house was discovered in Miami in 1982, but the drug was not taken as a serious threat at first. However, there was a dramatic increase in the crack cocaine epidemic b y 1985. In the few short years, people who admitted to using cocaine increased from 4.2 million to 5.8 million people, and in 1985, cocaine related hospital emergenciesShow MoreRelatedRelationship Between Drug And Crime1050 Words   |  5 PagesIs There a Relationship between drug and crime? Is there a relationship between drug and crime? My topic is deliberately based on whether or not there is a relationship between drug crime. My reasoning and facts should persuade you to believe that crime drug are related. My essay will have quotes, facts, and reasoning, which will all revolve on my essential question. Drug related offenses and a drug-using lifestyle are major contributors to the U.S crime problem. 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