explanations of phenomena that the

explanations of phenomena that the human mind could contrive.
The lessons carryover to the study of cognitive capacities and structures: theories of insect navigation. or perception of rigid objects in motion, or I -Ianguage , and so on. One seeks the best explanations, looking forward to eventual unification with accounts that are formulated in different terms, but without foreknowledge of the form such unification might take, or even if it is a goal that can be achieved by human intelligence - after all, a speci fie biological system, not a universal instrument.
Within this "biolinguistic" perspective. the core problem is the study of
particular I-Ianguages , including the initial state from which they derive. A thesis that might be entertained is that this inquiry is privileged in that it is presupposed, if only tacitly, in every other approach to language: sociolinguistic, comparative, literary. etc. That seems reasonable, in fact almost inescapable; and a close examination of actual work will show, I think, that the thesis is adopted even when that is vociferously denied. At the very least it seems hard to deny a weaker thesis: that the study of linguistic capacities of persons should find a fundamental place in any serious investigation of other aspects of language and its use and functions. Just as human biology is a core part of anthropology. history. the arts, and in fact any aspect of human life, so the biolinguistic approach belongs to the social sciences and humanities as well as human biology.
Again adapting traditional terms to a new context, the theory of an 1- language L is sometimes called its ..grammar," and the theory of the initial state S-O of FL is called" universal grammar" (UG). The general study is often called "generative grammar" because a grammar is concerned with the ways in which L generates an infinite array of expressions. The experience relevant to the transition from S-O to L is called

Results (Indonesian) 1:

explanations of phenomena that the human mind could contrive.The lessons carryover to the study of cognitive capacities and structures: theories of insect navigation. or perception of rigid objects in motion, or I -Ianguage , and so on. One seeks the best explanations, looking forward to eventual unification with accounts that are formulated in different terms, but without foreknowledge of the form such unification might take, or even if it is a goal that can be achieved by human intelligence - after all, a speci fie biological system, not a universal instrument.Within this "biolinguistic" perspective. the core problem is the study ofparticular I-Ianguages , including the initial state from which they derive. A thesis that might be entertained is that this inquiry is privileged in that it is presupposed, if only tacitly, in every other approach to language: sociolinguistic, comparative, literary. etc. That seems reasonable, in fact almost inescapable; and a close examination of actual work will show, I think, that the thesis is adopted even when that is vociferously denied. At the very least it seems hard to deny a weaker thesis: that the study of linguistic capacities of persons should find a fundamental place in any serious investigation of other aspects of language and its use and functions. Just as human biology is a core part of anthropology. history. the arts, and in fact any aspect of human life, so the biolinguistic approach belongs to the social sciences and humanities as well as human biology.Again adapting traditional terms to a new context, the theory of an 1- language L is sometimes called its ..grammar," and the theory of the initial state S-O of FL is called" universal grammar" (UG). The general study is often called "generative grammar" because a grammar is concerned with the ways in which L generates an infinite array of expressions. The experience relevant to the transition from S-O to L is called The biolinguistic turn of the 19508 resurrected many traditional

Results (Indonesian) 2:

. penjelasan dari fenomena bahwa pikiran manusia bisa merancang
Pelajaran carryover untuk mempelajari kemampuan kognitif dan struktur: teori navigasi serangga. atau persepsi objek kaku dalam gerak, atau saya -Ianguage, dan sebagainya. Satu mencari penjelasan terbaik, melihat ke depan untuk unifikasi akhirnya dengan account yang diformulasikan dalam istilah yang berbeda, tetapi tanpa mengetahui sebelumnya tentang bentuk penyatuan tersebut mungkin mengambil, atau bahkan jika itu adalah tujuan yang dapat dicapai dengan kecerdasan manusia - setelah semua, spesifik sistem biologis fie, bukan instrumen universal.
dalam hal ini "biolinguistic" perspektif. masalah inti adalah studi
tertentu I-Ianguages, termasuk keadaan awal dari mana mereka berasal. Tesis yang mungkin terhibur adalah bahwa penyelidikan ini adalah hak istimewa dalam hal itu mensyaratkan, jika hanya diam-diam, dalam setiap pendekatan lain untuk bahasa: sosiolinguistik, perbandingan, sastra. dll Itu tampaknya masuk akal, bahkan hampir tak terhindarkan; dan pemeriksaan dekat pekerjaan yang sebenarnya akan menunjukkan, saya pikir, bahwa tesis diadopsi bahkan ketika yang riuh ditolak. Setidaknya sepertinya sulit untuk menyangkal tesis lemah: bahwa studi kapasitas linguistik orang harus mencari tempat mendasar dalam penyelidikan serius aspek lain dari bahasa dan penggunaan dan fungsi. Sama seperti biologi manusia adalah bagian inti dari antropologi. sejarah. seni, dan pada kenyataannya setiap aspek kehidupan manusia, sehingga pendekatan biolinguistic milik ilmu-ilmu sosial dan humaniora serta biologi manusia.
Sekali lagi beradaptasi istilah tradisional untuk konteks baru, teori L 1- bahasa kadang-kadang disebut nya ..grammar, "dan teori keadaan awal SO dari FL disebut" tata bahasa universal "(UG). studi umum sering disebut" tata bahasa generatif "karena tata bahasa yang bersangkutan dengan cara di mana L menghasilkan sebuah array yang tak terbatas ekspresi. pengalaman yang relevan untuk transisi dari SO ke L disebut The gilirannya biolinguistic dari 19.508 dibangkitkan banyak tradisional