Noam Chomsky, in full Avram Noam Chomsky , (born Dec. 7, 1928, Philadelphia, Pa., U.S.), American theoretical linguist whose work from the 1950s revolutionized the field of linguistics by treating language as a uniquely human, biologically based cognitive capacity. Through his contributions to linguistics and related fields, including cognitive psychology and the philosophies of mind and language, Chomsky helped to initiate and sustain what came to be known as the “cognitive revolution.”

What are words worth? Well they are worth thinking about, and Noam Chomsky has spent a lifetime doing just that. He holds firm to his theory of hard-wired grammar—and he doesn’t buy the story that language emerged because we had to talk to each other to get things done; it's not where words came from. For an adequate explanation we need to look inward rather than outward; a task that might exceed our physical limits. Is understanding the kind of creatures we are even possible?

According to Bruner, all children have natural curiosity and a desire to become competent at various learning tasks; when a task as presented to them is too difficult, however, they become bored. A teacher must, therefore, present schoolwork at a level so as to challenge the child's current developmental stage.

Jerome S. Bruner, in full Jerome Seymour Bruner, (born October 1, 1915, New York, New York, U.S.), American psychologist and educator whose work on perception, learning, memory, and other aspects of cognition in young children has, along with the related work of Jean Piaget, influenced the American educational system.

Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults.

Noam Chomsky's naturalistic approach to the study of language has affected the philosophy of language and mind. He is credited with the establishment of the Chomsky–Schützenberger hierarchy, a classification of formal languages in terms of their generative power.

A broad term for the principles of language and the methods of language study introduced and/or popularized by American linguist Noam Chomsky in such groundbreaking works as Syntactic Structures (1957) and Aspects of the Theory of Syntax (1965). Also spelled Chomskian linguistics and sometimes treated as a synonym for formal linguistics.

Although linguists and psychologists tend to agree about the importance of language, there is some disagreement about how language acquisition occurs. Are we born with a clean slate when it comes to language, or do we enter the world with a set of language skills ready to be put to use?

Suggests a model for language acquisition and processing based on connectivist theories that attempt to explain learning as alterations in neural networks. Various theories concerning language acquisition and use; The views of Noam Chomsky on language acquisition, or the standard theory; Other developments; Current issues; Conclusions.

We argue that an understanding of the faculty of language requires substantial interdisciplinary cooperation. We suggest how current developments in linguistics can be profitably wedded to work in evolutionary biology, anthropology, psychology, and neuroscience. We submit that a distinction should be made between the faculty of language in the broad sense (FLB) and in the narrow sense (FLN). FLB includes a sensory-motor system, a conceptual-intentional system, and the computational mechanisms for recursion, providing the capacity to generate an infinite range of expressions from a finite set of elements.

One frequently cited idea of Bruner’s is the LASS, or Language Acquisition Support System, a term coined in response to Chomsky’s LAD, or Language Acquisition Device. The LASS refers to the importance of a child’s social support network, which works in conjunction with innate mechanisms to encourage or suppress language development. Every child has one, and particularly during the years of the language explosion (roughly ages 2 to 5), differences in the LASS significantly explain differences in language acquisition, according to Bruner’s model.

he outcome of cognitive development is thinking. The intelligent mind creates from experience "generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions" (Bruner, 1957, p. 234).

Bruner's theory on constructivism encompasses the idea of learning as an active process wherein those learning are able to form new ideas based on what their current knowledge is as well as their past knowledge.

Jerome Bruner is a psychologist noted for his contributions in the field of educational psychology. Born in 1915, Bruner has held psychology chairs at Harvard University and at the University of Cambridge. Bruner was influenced by the work of Lev Vygotsky, who shared Bruner's belief that a child's social environment and social interactions are key elements of the learning process.

Bruner’s interests broadened while at the Centre of Cognitive Studies and now included new approaches to philosophy and anthropology. He became interested in how thoughts are organised into logical syntax and how thinking is determined by culture. With his colleagues, he was seeking a ‘higher order principle’ – a continued attempt to refute behaviourism.

What is known about language has come far in recent decades due to a recent flurry of activity in these disciplines, and as a result of the interdisciplinary sharing of information between the groups. Still, there are many questions. The nature-nurture debate rages, as do arguments regarding the pros and cons of specific theories of language acquisition.

Over the last fifty years, several theories have been put forward to explain the process by which children learn to understand and speak a language. It is important to recognise that each theory has added to our overall understanding, placing emphasis on different aspects of the process.

This paper addresses current theoretical perspectives on child language development, and their implications for intervention.