Think carefully before making a decision.
Teaching Children to Think before Acting - Sandbox …
One explanation is certainly the Chomskyan one that they are consequences of speakers' innate knowledge of UG. Another is that they derive from other, non-linguistically-specific features of cognition, such as memory or processing constraints (e.g., Berwick and Weinberg 1983 trace certain constraints on movement to limitations on parsing imposed by the structure of human memory). Yetanother is that they derive from universal demands of the communication situation (e.g., Sapir 1921, argued that the distinction between nouns and verbs arises from the fact that language is used to communicate propositions, hence needs a way to bring an object subject to mind and a way to say something about it).Finally, as Putnam 1971 speculated, universals might be relics of anancestral Ur-language from which all other languages evolved. This last hypothesis has generally been rejected as lacking in empirical support. However, recent findings in genetics and historical linguistics are converging to suggest that all human populations evolved from a small group migrating from Africa in the fairly recentpast, and that all human languages have probably evolved from the language spoken by that group. (Cavalli-Sforza 1997.)
Teaching Children to Think before Acting
As further support for the critical period hypothesis, others have added the observation that although children are able to learn a second language rapidly and to native speaker fluency, adult learnersof second languages typically are not: the capacity to learn a secondlanguage tapers off after puberty, no matter how much exposure to thelanguage one has. (Newport 1990). Thus, it was speculated, the innate knowledge base for language learning (e.g., knowledge of UG) becomes unavailable for normal acquisition at puberty, and adult learners must rely on less efficient learning methods. (Johnson and Newport 1989.)