When Jin's circumstances, the main victims in one of the most severe cases of abuse, neglect and social isolation recorded in the medical literature, were first noticed in early November 1970, authorities arranged for him to be admitted to the Children's Hospital of Los Angeles, where doctors assigned that at the age of 13 years and 7 months he has not gotten the first language. The hospital staff then began teaching Genie to speak General American English, and she gradually began to learn and use the language. Their efforts immediately attracted the attention of linguists, who saw it as an important way to gain further insight into the acquisition of language skills and language development. Beginning in late May 1971, UCLA professor Victoria Fromkin led a team of linguists who started a detailed case study of Genie's progress by learning the language. One of Fromkin's graduate students, Susan Curtiss, became deeply involved in the testing and recording of Genie language development. The observations of the linguists about Genie began that month, and in October of that year they began to actively test the principles of what language he had gained and earned. Their study allows them to publish some academic works that test theories and hypotheses about the proposed critical period in which humans learn to understand and use language.
On a wider level Genie follows some of the normal patterns of young children acquiring the first language, but researchers note many of the differences marked by their linguistic development. The size of his vocabulary and speed he develops consistently outweighs his anticipation, and many of the earliest words he studied and used differed greatly from the typical linguistic learners and strongly indicated that he possessed highly developed cognitive abilities. On the contrary, it is much more difficult to acquire and utilize grammar. He clearly mastered some basic aspects of grammar, and understood significantly more than he used in his own speech, but his grammatical script was much slower than usual. Consequently, the vocabulary is consistently much more advanced and sophisticated than most people in the equivalent grammatical acquisition phase. The researcher links some of his abnormal expressive languages ​​to the physical difficulties he faces with speech production, and works very hard to improve his speaking ability. Within months of being discovered, Genie developed extraordinary nonverbal communication skills and became able to utilize several nonverbal communication methods to compensate for the lack of language, so the researchers decided to also teach her the form of sign language.
By the time the scientists finish working with Genie, he has not fully mastered the English grammar and his action level is significantly slowed down. Linguists finally conclude that since Jin did not learn the first language before the critical period ended, he can not fully acquire the language. Furthermore, although a clear increase in conversational competence remains very low, and vocalization remains highly unusual. As he has expanded the use of language to serve a wider range of functions, he has a very difficult time utilizing it during social interaction. Genie's brain tests found that he acquired a language in the right hemisphere of his brain though it was not left-handed, resulting in many new hypotheses and improving the hypothesis that existed in cerebral lateralization and its effects on linguistic development.
The Genie language test occurred until the end of 1977, but in mid-1975, when he was 18, the authorities placed him in a parenting setting that made him an extreme physical and emotional abuse, causing him to be afraid to speak and quickly begin to lose his new language skills gained. After being transferred from this location in April 1977, he moved through several placements, some of which were extremely rude, causing further deterioration of his language skills. In early January 1978, Genie's mother suddenly decided to prevent further testing and scientific observations about Genie, and little information was available about her ability to communicate since then exclusively from personal observations or secondary reports about them. Nonetheless, linguists continue to analyze the Genie language long after this time. Since the Genie case study ended, there has been some controversy and debate among linguists about how much grammar he earned and for how long he has learned new aspects of language.
Video Linguistic development of Genie
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Genie is the last, and second surviving, of four children of parents living in Arcadia, California, and born in 1957 without any recorded complications of normal, healthy weight and size. Around the time of his birth, his father began to isolate himself and his family from others. His father decided that he had severe mental retardation because he was running late because of treatment for a congenital hip dislocation, a growing view as he got older, and consequently disliked him. He tried not to speak or notice and discouraged his wife and son, who was five years older than Genie, from doing so.
Doctors and scientists working with Genie are not sure about most of their life from birth to 20 months. At the age of 11 months he was left behind in his physical development, which the researchers believed was caused by malnutrition and neglect, although some medical records from the first year of his life did not record any physical or mental abnormalities. In a conversation with a member of the research team who studied Genie, her mother said that as a baby Genie was not too cuddly and not much ramble. Sometimes he claims that at an undetermined point Genie says some individual words are not specific, but on other occasions say that Genie never produced any speeches, preventing linguists making definitive determinations. When Genie was 20 months old, after a pickup truck hit and killed father's grandmother, Genie's dad decided to increase the family isolation as much as possible, and because he believed Genie was very backward, she believed that she needed a higher isolation level than the rest of the family.
Jin spent most of his childhood alone in the bedroom with almost no environmental stimulation, where his father left him with malnourished weight and almost always kept him tied to a child's toilet or tied in a cradle with his arms and legs completely immobile. He refuses to talk to or around him, beat him or force his brother to do so if he makes a sound or shows any emotion, and to prevent him from doing any expression he will bite his teeth, bark, and growl at him like a dog. As a result, he learned not to voice or make noise and remain non-expressive. On several occasions when he is hungry or seeking some kind of attention, he makes an environmental sound, but instead maintains silence at all times.
Genie's dad has very low tolerance for any kind of noise, refusing to have a television or radio that works at home. Apart from one slightly open window, Genie has no access to auditory stimuli outside the home, and windows are installed away from roads and other homes, so what he hears from outside almost exclusively comprises environmental sounds. His father never allowed anyone at home, only allowing his wife to be in Genie's presence for a few minutes each day while preventing him from interacting with Genie, and forcing his son to help her harass while preventing her from being in the presence of Genie. She would not allow them to talk, and especially not to or around Genie, so whatever conversation they were doing was out of the reach of Genie, making her hear no language whatsoever.
One time during October 1970, Genie's mother left her husband and brought Genie with him. A few weeks later, on November 4, Genie's mother inadvertently entered a social service office, where a social worker observed Genie's behavior and total silence. The social worker and his superior brought Genie to the attention of the welfare authorities of the child and the police, and a court order was immediately issued to Genie, 13 years and 7 months old, to be treated at Los Angeles Children's Hospital. The police officer who arrested Genie's parents said that he and other authorities interacting with Genie specifically stated that he did not speak.
Maps Linguistic development of Genie
Initial assessment
Soon after entering Genie to Children's Hospital Howard Hansen, who was the head of the hospital's psychiatric division and the first expert on child abuse, and David Rigler, a USC therapist and pediatrician and psychology professor who was the chief psychologist at the hospital, took direct control treatment. The next day they commissioned doctor James Kent, another early advocate for awareness of child abuse, to become his chief therapist. Initial tests place an approximate mental age around the 13-month level, within the range of development when the initial phase begins. Audiometric tests confirmed that Genie had regular hearing in both ears; doctors found no physical or mental deficiencies that explained his lack of speech skills, and some of his medical records did not contain a definite diagnosis. Based on a series of daytime observations and sleep studies that Jay Shurley, a professor of psychiatry and behavioral science at the University of Oklahoma and specialist in extreme social isolation, conducted within months of his confession, doctors definitively rule out any autism or brains. damage.
From the moment the doctor entered Genie saw clearly take some nonverbal information, with Kent emphasizing that he seemed eager to see people's faces and make decent eye contact from others, and he showed little response to him even in the absence of language. Nevertheless, Kent notes that he can only get some basic needs and not make facial expressions or use visible body language. When Genie is upset she will engage in silence, expressionless, injure herself until finally she is physically exhausted, after which she soon returns to being non-expressive. He never cried during these outbursts - according to some direct accounts he could not cry at all - and if he wanted to make a sound he pushed a chair or something else. On several occasions, he responds to stimuli with a very gentle, high-pitched, and high-pitched laugh, but on the contrary does not prove at all.
Kent's early notes about Genie contained little linguistic information, which linguistic specialists have written to indicate Genie's inability to language. Kent observes that he seems interested in someone else who speaks and attentively looks at the speaker's mouth but barely reacts to the speech. He seemed to recognize only a few words that he always reacted as if he had heard them in isolation, and was completely unable to respond to very basic sentences or commands without non-linguistic information. The hospital staff initially thought he understood them based on some of his responses, but then decided he reacted to the accompanying nonverbal signals. He hardly ever tried to speak, and Kent described this effort as, "a sort of hoarse whining." Because she has been forced to suppress all vocalizations during infancy and childhood, her larynx and vocal tracts are poorly utilized and the muscles used for speech production are stagnant, which doctors believe makes it difficult to control airflow and vocal cords.
From Genie's first two-month record at the hospital, the linguist found that in January 1971 he knew his own name, the words mother and father , four red , blue , green , and chocolate , words not and sorry , and some things like jewel box , door , and rabbit . He also appears to understand the negative commands, and thus can see warnings using negation, though whether he understands them in the context of an obscure sentence. There is speculation, though there is no conclusive proof, that he understands intonation to show yes or no questions and he understands important mood expressions based on tone of voice, but he has no grammar. His current vocabulary seemed to consist of only two short phrases, "stop" and "no longer". Some doctors think he might spontaneously say some negative words or commands, because very few vocalizations are so hard to understand, but there is no record of them and no one can remember what they might have. The linguist can not determine the extent of his expressive or receptive vocabulary at any point before, and therefore does not know whether he obtained one or all of these languages ​​during the previous two months at the hospital.
Genie's understanding and the production of these few words indicate that he distinguishes speech from other environmental sounds and can hear individual phonemes while listening to people speak, two important early components of language acquisition. Nevertheless, based on their observations, both doctors of the Children's Hospital and the linguists who later worked with him concluded that he had no first language during his childhood. Due to a lack of physical or mental explanation for his ignorance of speech, Kent and Hansen attributed it to his extreme isolation of his childhood. Kent came away from his first meeting with Genie who was very pessimistic about his prognosis on all fronts.
Initial communication progress
The Children's Hospital staff did not keep detailed records of Genie's early linguistic developments, and he rarely spoke during this time, so there was little data about Genie's language during the first 6 months of his stay. When Kent meets Genie for the first time, he initially observes no visible reaction from him but eventually finds that he seems afraid of the little doll. When he threw it on the floor, Kent pretended to be worried and said, "We have to get it back", and Genie surprised him when he repeated the word "back" and nervously laughed. When they later play with the doll, he repeats "back" several times, and when Kent says, "The doll will fall" he repeats the word "falling". Regardless of his tantrums, the moments he plays with this doll and the likes of donating most of the few examples he made an outward expression during the early part of his stay.
Within a few weeks after being admitted to the Children's Hospital, Genie became more responsive to nonverbal stimuli, although at first his own attitude remained without a nonverbal signal. During the first few months of her stay in the hospital, she gradually begins to express more emotion outward. After a short amount of time, Genie's nonverbal communication skills are amazing. Everyone who works with him says that he has an inexplicable way to bring emotions, and he seems to be able to communicate his desires without speaking.
Early receptive and expressive vocabulary acquisition of Genie was slow, though from the beginning the observers believed that his linguistic performance was significantly behind his linguistic competence. Within a month, she becomes much more responsive to others who speak, but doctors are not sure if she responds to verbal or nonverbal stimuli. After a month, he started trying to imitate the speech, though very rarely, and as soon as the hospital staff observed him saying "stopit", which he treated as a single word, as a ritual phrase to play. Even in this phase he distinguishes the names of similar objects, though they are unknown, but never uses words that are too general for individual objects. For something unknown, he always searches for the right words or phrases rather than trying to apply words from existing vocabulary, and can specify object names based on their use.
Psychologists Jack Block and Jeanne Block evaluated Genie in February 1971 and placed her language below the two-year level on the Adaptive Vineland Behavior Scale. Over the next month, the acquisition of vocabulary began to accelerate at a faster pace, with observers placing their active vocabulary in over 100 words. The doctor notes that he seems to know more words than he would say spontaneously, but can not be sure about the extent of his receptive or expressive vocabulary because he is very responsive to nonverbal stimuli. After a month, Genie began spontaneously to produce a single word and begin to understand the increasingly complicated phrase. As soon as it appears to understand some of the basic elements of the nature of giving and receiving a conversation, and without impulse can give a one-word response that does not imitate a statement or question.
In May 1971, most of Genie's vocabulary consisted of words for color, numbers 1 to 5, the word "mama" and some people names, "stop" and "spit" verbs, and a large number of nouns. "He also knew several compound verbs, such as laid back , even though he treats them as single words in the vocabulary, and learns some stative verbs within the timeframe typical of language acquisition, while the vocabulary of children is primarily consisting of nouns and some particles, the original lexicon of Genie contains almost as many adjectives and verbs as a noun, and unlike most children he uses the entire phrase as a label, only doing it with single words if asked. began to form a sentence two words he could ask for something and associate the object with someone, which is normal, but unlike most children he can also ask about memories or pe the future risks mentioned earlier. At the end of May 1971 with Jean Butler, his teacher at the hospital, Events jinn ed understanding of basic commands.
Genie has very little control over his voice during this time, so it's really monotonous, aloft, and very gentle, with many of his initial sayings completely silent and others so quiet that they sound like whispers. Throughout 1971 his voice was very glottic, and when he spoke, he often uttered only a few voices; for example, the word "doctor" sounds more like "dert". Despite knowing how to ask questions, he can only show it through facial expressions. Apart from the lack of variability in his own voice, he clearly understands the different tone of voice in the speech of others.
Like little children, most of Genie's first words are a single-tiered (consonant) consonant-consonant sequence, usually consisting of unaccashed aspiration of Bilabial or stopping teeth and monophthongs. But when most of the first syllable words of children also follow this pattern, the words have consonant-vowel and vowel-consonant sequences. Unusually, from Genie's first syllable words that are more fully articulated, except when referring to himself by his (real) name he immediately shows the right stress pattern. For about two years he held vocals as his only indicator of stress, and during that time it was greatly exaggerated. People who are not familiar with his speech say he sounds like a deaf child or someone with cerebral palsy, though a trained speech pathologist just says the last one.
Observation of the initial research team
In December 1970, David Rigler obtained a small grant from the National Mental Health Institute (NIMH) to conduct a preliminary study of Genie, and in May 1971 Rigler organized and led a team of doctors and scientists who sought and obtained a three-year grant from NIMH for a case study complete. The main focus of their research is to test Eric Lenneberg's hypothesis that humans have a critical period for language acquisition, which he eventually defines as the beginning of puberty, and the inner's hypothesis of Noam Chomsky, who argues that the ability to learn language is instinctive in humans and this is what separates man of all other animals. UCLA linguistics professor Victoria Fromkin leads linguistic evaluations and organizes a group of linguists to design and carry out their studies. Shortly thereafter, at the end of May, Susan Curtiss began her work on the Genie case as a graduate student in linguistics under Fromkin.
The relative lack of linguistic information on Genie from the previous six months left some ambiguity about the level and timeline of vocabulary and Genie's earliest grammatical acquisition. Curtiss and Fromkin quickly decided that Genie's linguistic abilities were not yet at a testable level, so for the rest of Genie staying at Children's Hospital Curtiss met him almost daily for observation. They soon realized the existing linguistic tests would not yield meaningful results, so even though they also incorporated some existing tests, including the Peabody Picture Vocabulary Test, into their test, they designed a set of 26 new tests from which they extrapolated most of their data. Curtiss also wrote every spontaneous word he heard from Genie, eventually recording about a few thousand.
Curtiss quickly recognized Genie's nonverbal communication skills, given the few nonverbal interactions that Genie experienced with strangers during that time. At this time Genie can name most of the things around him and have a vocabulary that is estimated at least a few hundred words, consisting of several verbs and adjectives and a large number of nouns. He was also eager to expand his vocabulary, often grabbing Curtiss's hand and aiming it at objects he wanted to know the word, and if Curtiss could not find what Genie was looking for Genie refused to let go until he learned at least one new word. Curtiss noted Genie's focus on objective properties, and especially his knowledge of color words, is very unusual since this requires a level of cognitive sophistication that does not exist in children, suggesting he developed a mental mechanism for categorization during childhood. He has also studied clearly some basic principles of grammar, and understands more than he produces.
In early June 1971, Genie began using his first words with two morphemes and composing his first two-word sentences, all of which were modifiers-nouns or nouns that had attributes such as "More soup" or "Genie purse ". Soon, he began to produce words of predicate adjectives such as "Dave sick". During this time, he never used the characteristic equivalent sentences of young people in this developmental phase. Also, while most children form a two-word phrase with some core words, which they attach to a wider variety of words, Curtiss has never observed Genie doing this.
First foster home
At the end of June 1971, Genie moved to Jean Butler's house, where he lived until early August. Butler had no children, and at that moment lived alone. Immediately after moving to Butler Genie, who was 14 years old when living in Children's Hospital, showed the first signs of reaching puberty, definitively placed the critical period proposed by Lenneberg. The only linguistic information from anyone other than Butler during Genie's stay was that Genie formed several non-imitative two words in July, all without verbs and in the noun-noun phrase, and that he gave his first replica of some words that are not clear. speech-words.
Butler wrote that Genie quickly became much more verbal and that the man she dated, who moved with him during Genie's stay and was a renowned psychologist and retired professor at the University of Southern California, commented on Genie's passion. He specifically claims that he teaches Genie to say "yes" to others, uses negative word forms, and expresses his anger through words or by hitting objects. Butler says Genie argued with him at the end of July and used negative words in his protest, Genie's first report using negative words in a sentence and expressing disagreement in the language. In early August, a letter to Jay Shurley Butler wrote that Genie regularly uses a two-word phrase and sometimes produces three words, giving "a black cat" for example, containing two adjacent adjectives to describe a noun, and that in a new conversation Genie recently extensively used negative words and phrases. Butler also reported that a few days earlier, when he asked Genie why he threw his new pet pet outside, Genie explained, "a bad orange fish - not eating - a bad fish," which will be by far his longest. point.
August 1971-mid-1975
In mid-August 1971, authorities moved Genie from Butler's home and returned it to the Children's Hospital. Later that same day they transferred him to David Rigler's home, where he lived for about four years. Riglers had three teenagers of their own, one of whom went to college shortly after Genie arrived. During Genie's stay, Rigler's wife, Marilyn, was his teacher; Marilyn underwent postgraduate training as a social worker and recently completed a bachelor's degree in human development, and previously worked in a child-care school and Head Start Program. As soon as Genie moved on with Riglers, the linguists continued their detailed observations.
Brain Exam
In early January 1971 scientists provided a series of neurolinguistic tests on Genie, making him the first language-lacking child to undergo detailed brain examinations. Based on tests and observations in everyday situations, doctors conclude that he is not left-handed and his brain is very dominant in the right hemisphere for all functions. In tests that specifically measure the Genie language, the results correspond to the adult brain and left hemisferectomy patients. In a tachistoscopic test in 1975, Genie experienced little difficulty when asked to show rhyming words. Genie also performed very well in a response test involving a familiar homophone, indicating that, similar to this patient, his receptive language understanding was significantly better than his expressive understanding. An EEG consistently takes more activity from its right hemisphere than they do from the normal location of the Broca area and Wernicke area to the right-handed person, especially finding the high level of involvement of the right anterior cerebral cortex.
Based on these results, it was concluded that Genie's brain had completed lateralization and that, since Genie did not receive stimuli at the center of her language when she was a child, it had stopped growing and her language functions were late to her right hemisphere. The result on their non-linguistic tests gives them the impression that the dominance of the hemisphere is not just upside down. They believe that Genie has evolved as a normal right-hand man until his father started isolating him, and attributing the extreme imbalance between Genie's left and right brain to the fact that Genie's sensory stimulation as a child is almost exclusively visual and tactile.. Previous observations of right hemisphere language acquisition in adult patients with left hemisphere and left brain consistently show that both populations are much better at learning vocabulary, although they are able to learn some basic grammar. Linguists note that these subjects have an advantage over Genie because, unlike him, their right hemisphere has acquired at least a small number of basic languages.
Before testing
When Genie first moved in with the Riglers, she still scratched and wounded herself in anger, and the researchers wrote that her speech was much more disjointed and hesitant than what Butler explained. He rarely speaks, and for reasons they can not tell the difference he almost always waits a few minutes in his response to the speech. Normally he does not seem to listen to anyone unless he is being handled directly and usually walks away from someone who talks to him, and while he will stay with someone if he specifically asks he rarely seems in tune with what that person is saying. Unlike Butler's writings, the scientists wrote that Genie rarely used a two-word sentence, and before October 1971 they were all sentence-noun phrases, sentences indicating ownership - none containing possessive markers two compound noun words like "number five". During the first few months linguists did not record any utterance of more than two words, and wrote that he did not use any negative sentences.
Marilyn taught Genie to expel her frustrations at inanimate objects in their yard and work to orally suffer, and when Genie learned more languages, she began to gain more control over her response to a situation that upset her. At the end of his stay with the Riglers, he can signal to indicate the level of his anger, whether by shaking with one finger or swinging his arms loosely depending on whether he is very angry or just frustrated. In mid-October 1971, Curtiss was reading Genie a story when he saw Genie clearly listening and responding, and from then on Genie noticed those who spoke even when they did not speak directly to or about him. As he sits with the Riglers, he starts talking more, and his response time begins to improve, but he continues to speak significantly less than most children in the same language learning phases.
During this time the scientists observed that, unlike little children, Genie would never use any grammar before a complete understanding. He also never speaks with excessive specificity and overly marked words, such as "taken," which are characteristic insiders of the language acquisition phase. Furthermore, when children usually start using a two-word phrase when their vocabulary is around 50 words, Genie just started doing it after she can use and understand about 200, matching the timeline previously observed in children with different types of aphasia. Curtiss also notes that when Genie used the word dog to describe any dog ​​but no other animal, it showed that he understood how to use the generic term, and that after knowing the name of the Riglers dog he recognized the name. special for him. In 1978, the language psychologist Susan Goldin-Meadow stated that Genie had an exaggerated generalization probably because of the difference between a child's mind versus a teen compared to the initial language acquisition properties. He also has more action verbs than usual in his early vocabulary.
At first Genie did not use a negative word form but soon showed their understanding, a capability previously observed in left-brain and left-brain patients who are mature, although much more consistent with the word not and contraction n ' t instead of the un prefix. Instead of learning negatively through a three-step process believed by young linguists, he seems to have learned all kinds of negations at once. In September and October 1971 he began to put the verb into words of two words, such as, "Dave hurt", though at first he never entered the subject of the first person and inconsistently included any subject. Although the two-word words of Genie contain the grammatical characteristics typical of little children, it is much better at labeling and describing emotions and concrete objects, especially color, size, and quality, and most of the first two-word sentences modify the noun. Taken with the difference between common and subordinate terms, it strongly shows the focus on physical characteristics to levels not seen in most children.
During testing
Curtiss began actively testing the language of Genie in October 1971, when he and Fromkin decided that his linguistic abilities had advanced to the point where they would produce fruitful results. Their tests measure both Genie's vocabulary and the acquisition of various aspects of grammar, including syntax, phonology, and morphology, and Curtiss performs a major analysis of the results. At first the test was deliberately short, only looking for six to eight responses per test, and during their testing it gradually increased in duration. When Curtiss started testing, Genie usually did not actively refuse but never started the test and only did the absolute absolute amount needed, which Curtiss said was just a lazy Genie, making the first year of testing very difficult. When Curtiss goes on, Genie grows for the most part to enjoy being tested and usually more willing to participate, although he still usually keeps on less than he can afford and sometimes gladly delivers wrong answers deliberately, and on some occasions will even show that he wants to take the test.
1971-1973: Initial test
After starting the test, Curtiss found that although Genie's understanding was clearly ahead of production, it was only slightly ahead. Genie begins to diversify a two-word utterance to include either sentence in the subject-verb or object-verb command, suggesting he grasp the subject-verb structure of an object normally used in English, and can follow other basic sequence rules as proved in his complementary verb-sentence. While Genie does not use the plural form of words and can not distinguish between plural and singular words or inflection, in October 1971 he clearly distinguished between one with more than one object and understood quantitative numbers and descriptor. He also started using some of the usual weak forms of verbs. In tests he consistently recognizes and responds to the conjugation of irregular tense verbs and powerful verbs, but he only begins to use these forms, either in imitation or in spontaneous speech, in 1973, and they remain limited.
In a 1972 conference conference Fromkin said that in November 1971, Genie's speech, "strictly regulated," and that his grammar at the time was similar to an 18- to 20-month-old. In November 1971, Genie began forming two-word noun words, such as "white stacking". Genie also began using genitive cases in her two-word sentence around this time, with many of these sentences, such as "Marilyn bike", showing ownership. In all of these early possessive sentences, he is completely dependent on the order of words.
November 1971 also when Genie produced spontaneous speech three to four words, although initially very unusual. All of these are good word-changing sentences such as "clear little white box", subject-verb-sentence phrases in the form of nouns-nouns such as "Tori chewing gloves", or phrase nouns-nouns , and some, such as "Small two cups", clearly show this is not an imitation. In it he uses a grammar which the scientist says he knows but can not confirm before, including the subject of the first person in a sentence like "Curtiss love Genie", and can combine what will be the words-modifier of the noun or possessive to be longer sentence, the linguist assures further that he understands the order of verb-object-verbs. Some remarks from now until the end of 1973, such as "Elevator sick goose sickness", are totally unintelligible, and some of them, like "Angry burn stove", are subject-subject sentences previously observed in children with various language disorders. While most children grow beyond two words after four to six weeks, Genie takes five months to do so.
On tests between November 1971 and May 1972 Curtiss decided that Genie saw non-specific adjectives describing sizes, such as little as absolute rather than relative values ​​without superlative markers or comparisons. Between January and May 1972 his understanding of the noun-modifying phrase increased significantly and began in May 1972, after Curtiss substituted the little word with little, Genie showed a clear understanding of them. Genie clearly understood both the more and the -er suffixes as comparative in January 1972, but never used it in her own speech. Prior to 1972, Genie responded to conjunctions and and or as if they meant both and , but even after recognizing that the differences were never fully understood > or . In the test he shows a perfect understanding of and while correctly responding to the word or less than 10% of the time, but he always understands the disorder marked with the word or in everyday conversation. He never tries to use other conjunctions, and with one possible exception that is perfectly non-mathematical never tries to connect two sentences.
Before December 1971, Genie could only use one noun in one sentence, but beginning in early 1972 Genie could form an increasingly complex phrase noun. In early 1972, Genie began combining verbs to form a two-word verb in the sentence; most of it is a two-word phrase calling for action, such as "Leave", but at least once in early November 1973 it included a two-word verb in the longer sentence section. He also began using two consecutive verbs in some of his three and four words of speech. At this time he can also use two-word noun phrases, such as "a piece of wood", in different contexts, but later analysis by linguist Derek Bickerton speculates that he treats all this as a single word in his vocabulary. Genie's first locative sentence also appeared around this time, all of which consisted of two or three words, always in noun-noun or noun-noun form with one noun that became a locative noun, and contained no prepositions, and scientists simultaneously observing the construction of his first verb phrase.
Throughout January and February 1972, Genie more consistently uses subject verbs and verb expressions, which the linguists see as a confirmation that he has mastered the sequence of the English word. During this time he began to use the first word in and on , the first words he used exclusively to serve grammatical purposes, even though he did not always include them and all of them usability The beginning is the answer to the question. When Curtiss tested it with possessive sentences such as "Point to cat's leg" and "Point to cat's leg" during this time Genie was only 50% of the time, but after March of that year he showed a full understanding of both constructions while not using well in his speech. In February 1972 he produced a negative sentence, all of which consisted of "Nothing else" added at the beginning of a noun or noun and a verb that could be an independent remark.
In the spring of 1972, Genie began spontaneously using the definitive article the , marking the first determinant in his speech, but for several months almost exclusively using it as a clone. In April and May 1972, at that time he continued to increase the complexity of his verb phrase, he began to use it with the same expanded noun phrase. In May he also started using the verb to have in possessive sentences, ie, "Miss Fromkin has a blue car." The following month he started using "No longer" with just verbs, like "Nothing else", to form a negative sentence, always at the beginning of what could be an independent remark.
During July 1972, the scientists recorded the phrase of the first verb verb phrase from Genie, such as "Like chew meat", and he quickly began using complex verbs with complex noun phrases, as in "Want to buy a toy refrigerator". With Genie it still does not show plural understanding, so in her first active attempt to teach Genie grammar, Curtiss makes a test to help her learn it. In August 1972 Genie controlled them, in contrast to previous observations of people who acquired language in the right hemisphere who had never studied singular/plural differences. After that, he uses them as imitations, though he only uses regular plural forms in five spontaneous expressionless speeches despite practicing with the last word s , and never using irregular plural forms.
In November 1972 Genie was able to use the word in , though it was uncertain whether he differentiated between at and in and Curtiss wrote that all the earliest Genie the expression containing in and in is the answer of the person asking the question to him, and can use the suffix -ing correctly to describe the current progressive event.. This is the first grammar marker in his speech, and both are usually the first two grammar markers that children can use. The use of -ing in a verb that is exclusively dynamic is also indicated to the linguist he categorizes the dynamic verb verb, even though he does not use it with the verb to until the fall of 1973 and then only when talking to the first or third person. Even after progressive learning today he inconsistently responds appropriately to it in tests, and the use of the -ing suffix is ​​the only way Genie modifies a sentence without changing any basic word. Although Genie had gained some understanding of number words during her early stay at Children's Hospital she only started counting sequentially at the end of 1972, always in a very deliberate and exhausting way, and her development was very slow.
In December 1972, after Curtiss and Genie accidentally locked outside the Riglers' house, Curtiss told Genie, "Tell them [David and Marilyn Rigler] what happened" and Jin pointed to the door and said, "Tell me the door lock" ; this shows the language including recursion, which they regard as a very important development. Scientists interpret another utterance from 1973, "David asked saw the swing", because both further confirmations he had understood the first complex recursion and sentence he produced. At this point he understands and uses intensifiers like the word very , but only heavily mastered superlatives. He never used them in his own speech but seemed to understand them, and while he was generally better with the -est endpoint than with most words Curtiss thought Genie might not have the true meaning from -est . The contrast between his understanding and the lack of superlative production led the researchers to believe that, even in the absence of language, his cognition has evolved in some form.
In early 1973, Genie began using definitive articles in imitation sentences, such as "In the backyard". At this point he also gains the ability to spontaneously use the foreground beside , beside , behind , in >, in , ahead , and after . However, until 1975 he exclusively used in the sentence at school , leading Curtiss to believe in school is a word in his vocabulary, and Genie inconsistently understands other prepositions like behind , over , and in front . Curtiss writes that the Genie test often mistook both behind and behind for in front of , although in 1977 his understanding of in back on tests has increased substantially. By contrast, in the non-test settings, Genie's responses to in front , behind , behind , and below understanding is generally indicated; unlike most children, who learned below well before the other three, he had more trouble with below .
In March 1973, Genie seemed unable to understand on or below on one test, even though she had used on correctly in a non- tests, but scientists suggest this because of the unique logistical difficulties for the test. On different tests Genie initially gave the correct answer to on 48% of the time, and the confusion was mostly with the words in or below , but in September 1973 he showed a full understanding of in and on . Soon after that he started consistently including a in noun phrases, and ended up using both articles and words and and more in noun phrases. In the early spring of that year he started using other determiner and began occasionally including prepositions and determinators in adverbial phrases, such as, "At the hospital, gunshot wounds the arm". Genie's acquisition of locative particulars came before he studied both time and manner, which was normal, but even though he started using adverbs some months later he never used any adverbs.
In April 1973 Genie began regularly using verb particles in spontaneous speech, often using phrases like "laid back" and "take-off", and began using imperative sentences using vocative cases. The researchers noted that he began using imperatives much later in the process of mastery of language than normal and that they remained very rare, and regarded either his emotional difficulties or lack of self-concept explanation. In mid-1973 Genie began inserting indirect objects in his sentences, such as "Curtiss gave me valentine," and could use definite and unlimited articles but never distinguish them. In addition, while most people learn to use demonstrative and numbers at the same time, he never used this in an early spontaneous word phrase, and in 1977 Curtiss noted that Genie never used demonstrative. In the fall of 1973 Genie began correctly using the verb has as the third person's singular form of the verb to have , but continued to be conjugated in most situations and never used form third-person singular form, so the linguist suggests he may study it as a separate word and not a conjugation.
In October 1973, in addition to forming a negative sentence with the sentence No more Genie started using the word "No" by itself. For both he still adds a negation to the start of an unchanging remark, which is a normal first step for children learning negation. About a week later, he began using the word not the same way in the sentence and showing a clear understanding of the more complex form of negation. But while the kids usually fast forward to say "I'm not" and then "I'm not", and then learn to use contractions, Genie did not move through this stage until early 1975. In addition, despite clearly understanding the negative prefix un - Genie has never used it in his speech.
Understanding initial pronoun
Beginning in September 1972, Curtiss spent a great deal of time testing Genie's pronouns and initially found that Genie strongly refused, often refusing to answer or guess clearly, until it became easier to accept them in late 1973. In December 1972, Genie understands and spontaneously uses the pronoun I , pronouncing it with more emphasis for emphasis, but almost exclusively using it with words want or like and still often called himself by name. He does not show any understanding of the pronouns other than you and me , which he uses interchangeably; Jin often says, "Mama loves you" pointing to herself, which Curtiss says is a manifestation of Genie's inability to distinguish who she is from anyone else. Genie did not spontaneously use another pronoun or use a pronominal form in his speech, although in 1973 he clearly understood the mutual recipes each other .
In 1973 and early 1974 Genie identified postal pronouns, such as hers , you , and me , with an accuracy of less than 50%. In 1973 he started using the possessive pronoun my , made my and my pronoun he the only possessive pronoun he learned. Curtiss writes that this understanding is not total, and at least partly based on the method of testing. In yet another test from now on reflexive pronouns, such as "The boy is eating alone," he gets more errors than true but does a little better on the sentence using an object's pronoun, like "He's feeding him." Curtiss also records Genie using the word it twice, but only in sentences that, for all practical purposes, imitative speech.
Interrogative questions
Before January 1972, if someone asked a question to Genie by using a question word where he always responded by saying the last word of the speaker's sentence. In early January 1972 he began to provide accurate and grammatical answers to where questions in conversation. In February 1972, in everyday interactions, Genie was clearly understood and precisely acted on most of the questions using the who , what , where , when , why , that , and how . Unlike most children, who understands who , what , who , and where the question is earlier than when , how , or why the question, the only thing that takes longer for Genie to understand is why and even this takes much less time than is expected by the linguists. Because the last question group requires cognitive sophistication to answer it appropriately, scientists offer this as additional evidence that Genie has a higher level of cognitive function than most children in the same language acquisition phase.
Nevertheless, on the simplest test questions like "Who is the attractive girl?" or "What's the red box?" Jin does not react or answer to test questions at all. When he responds, he obviously does not understand the sentence and gives a totally preposterous and unreasonable answer, either stating the answer, trying to combine two separate questions into one, or trying to declare a declarative sentence as a question. He also remained unable to ask interrogative questions in conversation, just trying to ask for special, and an attempt during mid-1973 to help him memorize interrogation questions really did not work. Curtiss theorized this incompetence because Genie had no deixis or linguistic movement in his speech, and in 1975 scientists speculated emotional distress might have made him unwilling to try them in spontaneous speech. Curtiss attributes the failure of Genie to memorize them because they generally can not remember the phrase using the grammar that has not been mastered, which is characteristic of young children. After seeing how many problems were given by Genie Curtiss's test, and after about a year people stopped asking her to ask these questions.
1974-mid 1975: Next test
From October 1973 to January 1974, in simple simple sentences of the past, such as, "The girl opens the umbrella" Genie is only true 50% of the time, but almost perfect with the sentence completion of the past sentence marked with the verb finished , like "The girl finished opening the umbrella." It is not clear whether he learned to use an irregular tense verb, because all his utterances he used were imitations or responses to questions that contained them. Curtiss also uses this test to measure Genie's knowledge of tense futures, and finds him showing a near-perfect understanding of future construction into the future but shows no sentence understanding with identical semantic meaning but uses additional verbs will ; on the contrary, children almost always respond to both correctly. Scientists write a lack of understanding or the use of additional structures, although understanding the identical message expressed with the infected words, consistent with its ability to understand conceptual information is much better than grammar.
In late 1973 and up to early 1974, Genie's locative sentences experienced considerable expansion, when he produced words like, "Like a good Harry at the hospital." In a few sentences from now on he begins to incorporate the words of others into his own utterances, as in "Doctor Gigi says drink of water"; Direct quotes will remain the only situation in which it can engage in embedding any language element, and this remains very rare. On one occasion in early February 1974 he used the iterative aspect through reduplication in the saying "Big Tomorrow, a great hula hoop prize". Because this kind of reduplication is much more often expressed through the word very , Curtiss considers Genie to use it abnormally.
In early 1974, scientists estimated that Genie's grammar was equal to two or two and a half years, although progress remained very slow. Around this time Curtiss discovered that, unlike most children but similar to an adult brain and left hemisferectomy patient, he really could not distinguish between active and passive voice, gave random responses to these sentences and never used a voice passive. In these sentences Genie often, though not always, confuses subjects and objects, in contrast to his ability to process subject-verb-object verbs in other contexts and subject-sentences of his own sentences, but this reversal is only with certain pronouns and became less common in January 1974. In tests between February 1974 and July 1975, Genie also did not show the understanding of the words many , most , few , or the least .
In the late spring of 1974, Genie began using the phrase no longer to represent the general lexical meaning, as shown in the expression "No more cents". During May 1974 Curtiss recorded the first Genie compound noun phrase, which is the only time Genie will use the word and . At the same time Curtiss recorded Genie's first compound sentence, but with one possible exception, the expression "I want to save money on buying two rectangular boxes" dated early October 1974, he did not use a compound verb phrase. During this time Genie also used some infinitive verbs in his speech, in all cases obviously treating them as one word, and began adding my pronouns to his possessive sentence and using the marker to show ownership. Curtiss also notes that Genie has never confused gender, even though he only marks it through certain gender nouns.
In both test and conversation settings, Jin is sometimes still upside down me and you , me and you , and me and you , but during the summer of 1974 he began to show a definite increase in both the understanding and production of the first and second person pronouns. In August he began demonstrating the ability to modify the first subject and then pronounce the object's pronoun. By mid-1975, his confusion about me versus you and me versus you was much less frequent. Curtiss also notes Genie started using profitable cases during this time, though she did not always include the word for .
Jin also understands self and self as a reflexive pronoun, and in most scenarios he understands the reflexive pronoun. The exception is when he discovers the noun phrase with the pronoun he misunderstands; for example, if given the sentence, "He feeds himself" he is often confused he with he and therefore changes his himself to herself . In reciprocal sentences or reflexive pronouns himself he appears to understand their pronoun , but never uses it in his own speech; Curtiss thinks Genie might have guessed the meaning of the context, because Genie can distinguish the plurality of sentence elements that use it. The acquisition was said to be described at the time as "very slow", but the researchers insist that there is definite progress. There are certain pronouns, like the pronouns or word exist as pronouns, which Genie is never used or understood.
In the autumn of 1974 Genie produced some words with internal negatives, although he specifically practiced all but two of these early sentences and one of those spontaneous occurrences was partial imitation, and these sentences became more common until he completely mastered their use by early 1975. Curtiss does not see this as a linguistic movement, believing that Genie's grammar only turns into a place of negation in the middle of a sentence. In the fall of 1974 Genie began to distinguish between third person pronouns like he and he , but still had a high error rate and did not use this, relative pronouns, and words change indeterminate. He had been using locatives after the noun phrase subject for a long time, but only did so after the phrase object at the end of 1974. At about the same time he began to use more than one preposisional phrase in a few sentences, and in the spring of 1975 he fully understood the preposition between on tests.
In 1975, Genie began using different types of serial verb construction, in sentences like "I like to ride Miss F.". Curtiss notes that all this is the first person's utterance, that he hardly ever says the word I , and that he often uses self-made verbs, like go , which usually precede the verb second; though in some cases he said went up and walked walking, Curtis thought Genie might have treated this as a single word and therefore not as complicated as they appeared. Moreover, all of these sentences are in the form of verb- (verb-verb) which, according to Curtiss, does not have a hierarchical structure, although outside analysis holds that they contain several levels of hierarchy. In a non-test setting during early 1975 Genie gave several indications, including one verbal response to David Rigler, that he understood conditional punishment, but Curtiss said he could not be entirely sure. Curtiss also notes that, despite the fact that Genie clearly understands contractions, he does not use anything in his speech.
At least in 1975 Genie clearly understood and incorporated the concept of temporality into his speech, and it was not uncommon for people who acquired the first language he understood the words before <
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