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It has long been claimed that Homo sapiens is the only species that has language, but only recently has it been recognized that humans also have an unusual pattern of growth and development. Social mammals have two stages of pre-adult development: infancy and juvenility. Humans have two additional prolonged and pronounced life history stages: childhood, an interval of four years extending between infancy and the juvenile period that follows, and adolescence, a stage of about eight years that stretches from juvenility (...) to adulthood. We begin by reviewing the primary biological and linguistic changes occurring in each of the four pre-adult ontogenetic stages in human life history. Then we attempt to trace the evolution of childhood and juvenility in our hominin ancestors. We propose that several different forms of selection applied in infancy and childhood; and that, in adolescence, elaborated vocal behaviors played a role in courtship and intrasexual competition, enhancing fitness and ultimately integrating performative and pragmatic skills with linguistic knowledge in a broad faculty of language. A theoretical consequence of our proposal is that fossil evidence of the uniquely human stages may be used, with other findings, to date the emergence of language. If important aspects of language cannot appear until sexual maturity, as we propose, then a second consequence is that the development of language requires the whole of modern human ontogeny. Our life history model thus offers new ways of investigating, and thinking about, the evolution, development, and ultimately the nature of human language. (shrink)

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Although all natural languages are spoken, there is no accepted account of the evolution of a skill prerequisite to language—control of the movements of speech. If selection applied at sexual maturity, individuals achieving some command of articulate vocal behavior in previous stages would have enjoyed unusual advantages in adulthood. I offer a parental selection hypothesis, according to which hominin parents apportioned care, in part, on the basis of their infants’ vocal behavior. Specifically, it is suggested that persistent or noxious crying (...) reduced care to individuals who would have had difficulty learning complex behaviors, and that cooing and babbling increased social interaction and care as well as control over complex oralmotor activity of the sort required by spoken language. Several different tests of the hypothesis are suggested. (shrink)

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Falk claims that human language took a step forward when infants lost their ability to cling and were placed on the ground, increasing their fears, which mothers assuaged prosodically. This claim, which is unsupported by anthropological and psychological evidence, would have done little for the syllabic and segmental structure of language, and ignores infants' own contribution to the process.

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It has long been asserted that the evolutionary path to spoken language was paved by manual–gestural behaviors, a claim that has been revitalized in response to recent research on mirror neurons. Renewed interest in the relationship between manual and vocal behavior draws attention to its development. Here, the pointing and vocalization of 16.5-month-old infants are reported as a function of the context in which they occurred. When infants operated in a referential mode, the frequency of simultaneous vocalization and pointing exceeded (...) the frequency of vocalization-only and pointing-only responses by a wide margin. In a non-communicative context, combinatorial effects persisted, but in weaker form. Manual–vocal signals thus appear to express the operation of an integrated system, arguably adaptive in the young from evolutionary times to the present. It was speculated, based on reported evidence, that manual behavior increases the frequency and complexity of vocal behaviors in modern infants. There may be merit in the claim that manual behavior facilitated the evolution of language because it helped make available, early in development, behaviors that under selection pressures in later ontogenetic stages elaborated into speech. (shrink)

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Parallels to Shanker & King's (S&K's) proposal for a model of language teaching that values dyadic interaction have long existed in language development, for the neotenous human infant requires care, which is inherently interactive. Interaction with talking caregivers facilitates language learning. The “new” paradigm thus has a decidedly familiar look. It would be surprising if some other paradigm worked better in animals that have no evolutionary linguistic history.

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Many studies of primate vocalization have been undertaken to improve our understanding of the evolution of language. Perhaps, for this reason, investigators have focused on calls that were thought to carry symbolic information about the environment. Here I suggest that even if these calls were in fact symbolic, there were independent reasons to question this approach in the first place. I begin by asking what kind of communication system would satisfy a species’ biological needs. For example, where animals benefit from (...) living in large groups, I ask how members would need to communicate to keep their groups from fragmenting. In this context, I discuss the role of social grooming and “close calls,” including lip-smacking and grunting. Parallels exist in human societies, where information is exchanged about all kinds of things, often less about the nominal topic than the communicants themselves. This sort of indexical information is vital to group living, which presupposes the ability to tolerate, relate to, and interact constructively with other individuals. Making indexical communication the focus of comparative research encourages consideration of somatic and behavioral cues that facilitate relationships and social benefits, including cooperation and collaboration. There is ample room here for a different and potentially more fruitful approach to communication in humans and other primates, one that focuses on personal appraisals, based on cues originating with individuals, rather than signals excited by environmental events. (shrink)

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Van de Vliert embraces a model of human needs, underplaying a model whereby individuals, motivated by psychological needs, develop coping strategies that help them meet their personal goals and collectively exert an influence on social and economic systems. Undesirable climates may inflate the value of financial capital, but they also boost the value of social capital.

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To fully understand human language, an evolved trait that develops in the young without formal instruction, it must be possible to observe language that has not been influenced by instruction. But in modern societies, much of the language that is used, and most of the language that is measured, is confounded by literacy and academic training. This diverts empirical attention from natural habits of speech, causing theorists to miss critical features of linguistic practice. To dramatize this point, I examine data (...) from a special population––the canal boat children of early twentieth century England––whose language developed without academic influence, but was evaluated using instruments designed primarily for academic use. These data, taken together with related research, suggest that formal instruction can convert language from a purely biological trait that was selected, to a talent that was instructed, while altering the users of language themselves. I then review research indicating that formal instruction can also mask or distort inter-sexual differences in the social applications of language, a significant handicap to evolutionary theorizing. I conclude that if biological theories of language are to succeed, they must explain the spontaneous speaking practices of naturally behaving individuals. (shrink)

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An important form of innovation involves use of the voice in a new way, usually to solve some environmental problem. Vocal innovation occurs in humans and other animals, including chimpanzees. The framework outlined in the target article, appropriately modified, may permit new perspectives on the use of others as tools, especially by infants, and the evolution of speech and language.

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