1 Feral Children Presentation

Feral ChildrenFeral Children

The Truth Behind the MythsThe Truth Behind the Myths

DefinitionsDefinitions

Feral Feral (Latin: fera = wild animal)(Latin: fera = wild animal)= “wild“, undomesticated= “wild“, undomesticated

Feral childrenFeral children: : human children who, from a very human children who, from a very young age, have lived in isolation young age, have lived in isolation from human contact and have from human contact and have remained unaware of human social remained unaware of human social behavior and unexposed to human behavior and unexposed to human languagelanguage((www.feralchildren.comwww.feralchildren.com))

DefinitionsDefinitions

Homo ferusHomo ferus::

- Latin: “wild man“ -> feral man- Latin: “wild man“ -> feral man

- Linnaeus (Carl von Linné, 1707-1778): - Linnaeus (Carl von Linné, 1707-1778): listed “homo ferus“ as a subdivision of listed “homo ferus“ as a subdivision of the genus “homo sapiens“ the genus “homo sapiens“

- defining characteristics:- defining characteristics: tetrapus tetrapus -> crawling on all fours-> crawling on all fours mutus mutus -> mute-> mute hursutus hursutus -> hairy-> hairy

The Critical Period The Critical Period HypothesisHypothesis

(Lenneberg, 1967)(Lenneberg, 1967) Before age 2, language acquisition is not possible Before age 2, language acquisition is not possible

because the brain is not sufficiently maturebecause the brain is not sufficiently mature

After puberty, natural language acquisition is not After puberty, natural language acquisition is not obtainable because the brain is physiologically obtainable because the brain is physiologically mature, but the lateralization of all higher mental mature, but the lateralization of all higher mental functions is complete and cerebral plasticity is lostfunctions is complete and cerebral plasticity is lost

In order to acquire language, there are two In order to acquire language, there are two necessary requirements:necessary requirements:

1. a human brain1. a human brain

2. sufficient exposure to language during this 2. sufficient exposure to language during this critical critical period between the age of 2 years and puberty period between the age of 2 years and puberty

Some Cases of Feral Some Cases of Feral ChildrenChildren

Feral children can be subdivided Feral children can be subdivided into 3 classes:into 3 classes:

1.1. Isolated childrenIsolated children

2.2. Confined childrenConfined children

3.3. Children raised by animalsChildren raised by animals

Nature vs. Nurture in IQNature vs. Nurture in IQ

Are differences between people Are differences between people due to environmental or genetic due to environmental or genetic differences?differences?

Misunderstanding the questionMisunderstanding the question ““Is a person’s intelligence due more to Is a person’s intelligence due more to

genes or to environment?”genes or to environment?” no genes = no intelligenceno genes = no intelligence both genes & intelligence crucial for any both genes & intelligence crucial for any

traittrait

Heritability & Heritability & EnvironmentalityEnvironmentality

HeritabilityHeritability degree to which variation in trait stems degree to which variation in trait stems

from genetic, rather than environmental, from genetic, rather than environmental, differences among individualsdifferences among individuals

EnvironmentalityEnvironmentality degree to which variation is due to degree to which variation is due to

environmental rather than genetic environmental rather than genetic differencesdifferences

We are Uniquely Language-We are Uniquely Language-UsersUsers

Other Animals CommunicateOther Animals Communicate Cats arch their back to scare the Cats arch their back to scare the

neighbor catneighbor cat Bees tell each other when they have Bees tell each other when they have

found foodfound food Chimpanzees can be taught to use Chimpanzees can be taught to use

primitive sign language to primitive sign language to communicate desires. communicate desires.

Enter RulesEnter Rules

But what are rules, and how are But what are rules, and how are they represented in the brain?they represented in the brain?

Double Meanings?Double Meanings?

Is American a Language?Is American a Language?

Questions About RulesQuestions About Rules

How do we come to have such How do we come to have such knowledge?knowledge?

In what form is such knowledge In what form is such knowledge represented in the mind? represented in the mind?

How can children learn grammar?How can children learn grammar?

Noam ChomskyNoam Chomsky

Focused on the vast and unconscious Focused on the vast and unconscious set of hypothesized rules that must set of hypothesized rules that must exist in the minds of speakers and exist in the minds of speakers and hearers in order for them to produce hearers in order for them to produce and understand their native and understand their native language.  language.  

Chomsky’s ViewsChomsky’s Views He aHe abandons the idea that children produce bandons the idea that children produce

languages only by imitation (abandon behaviorism)languages only by imitation (abandon behaviorism)

He rejects the He rejects the idea that direct teaching and idea that direct teaching and correcting of grammar could account for children’s correcting of grammar could account for children’s utterances because the rules children were utterances because the rules children were unconsciously acquiring are buried in the unconsciously acquiring are buried in the unconscious of the adults. unconscious of the adults.

He claims that there are He claims that there are generative rulesgenerative rules (e (explicit xplicit algorithms that characterize the structures of a algorithms that characterize the structures of a particular language).particular language).

Chomsky’s ViewsChomsky’s Views

HypothesisHypothesis – The inborn linguistic capacity of – The inborn linguistic capacity of humans is sensitive to just those rules that occur humans is sensitive to just those rules that occur in human languages. Language development in human languages. Language development occurs if the environment provides exposure to occurs if the environment provides exposure to language. Similar to the capacity to walk. language. Similar to the capacity to walk.

  Universal GrammarUniversal Grammar - Despite superficial - Despite superficial differences all human languages share a differences all human languages share a fundamental structure. This structure is a fundamental structure. This structure is a universal grammar. We have an innate ability to universal grammar. We have an innate ability to apply this universal grammar to whatever apply this universal grammar to whatever language we are faced with at birth. language we are faced with at birth.

We are Uniquely Language-We are Uniquely Language-UsersUsers

We Use LanguageWe Use Language We can separate our vocalization from We can separate our vocalization from

a given situation (cats only arch their a given situation (cats only arch their back in the appropriate situation). back in the appropriate situation).

We can lie (animals only report)We can lie (animals only report) We can speculate (animals are bad at We can speculate (animals are bad at

counterfactuals)counterfactuals)

AgeAge Language milestoneLanguage milestone

0-3m0-3m cooingcooing

4-4-20m20m from babbling to words in L1/L2from babbling to words in L1/L2

21-21-36m36m acquisition of structure of L1/L2acquisition of structure of L1/L2

3-3-10y10y

grammatical refinement & expansion of grammatical refinement & expansion of vocabulary of L1/L2vocabulary of L1/L2

11-11-14y14y foreign accent in L2foreign accent in L2

15y 15y ++

L2 is increasingly difficultL2 is increasingly difficult

Normal language Normal language developmentdevelopment

GrammarGrammar

How do we know that one sentence is How do we know that one sentence is grammatical and the other is not?grammatical and the other is not?

Amy likes StanAmy likes Stan Think likes I Stan that AmyThink likes I Stan that Amy

Cannot be that we have learned each Cannot be that we have learned each instance individually. Sentences are instance individually. Sentences are infinite; brain is not. infinite; brain is not.

The origin of languageThe origin of language

Evolutionary psychologyEvolutionary psychology Language is an adaptationLanguage is an adaptation

Modularity: language is a mechanism Modularity: language is a mechanism specifically adapted for communication, i.e. a specifically adapted for communication, i.e. a cognitive module [and a kind of mutation]cognitive module [and a kind of mutation]

Non-modularity: language evolved gradually Non-modularity: language evolved gradually by adding new communicative functions to by adding new communicative functions to existing neural hardware; there is no neural existing neural hardware; there is no neural mechanism dedicated exclusively to languagemechanism dedicated exclusively to language

What is a Language?What is a Language?

Language = def. A system that uses some Language = def. A system that uses some physical sign (sound, gesture, mark) to express physical sign (sound, gesture, mark) to express meaning. meaning.

What do you believe?What do you believe?

Language Language AcquisitionAcquisition

LinguisticLinguistic Domain-SpecificityDomain-Specificity StructureStructure Genes/InstinctGenes/Instinct ModularityModularity Specific CapacitySpecific Capacity

Child LanguageChild Language PsychologicalPsychological Domain-GeneralityDomain-Generality FunctionFunction LearningLearning ExperienceExperience Generalized Generalized

IntelligenceIntelligence

There’s still something about There’s still something about Human LanguageHuman Language

1.1. All humans seem to acquire language All humans seem to acquire language following the roughly the following the roughly the same same developmental pathdevelopmental path..

2.2. At birth, infants seem to have an infinite At birth, infants seem to have an infinite capacity to learn capacity to learn any languageany language..

3.3. Humans can Humans can create new languagescreate new languages to to communicate with other humans. communicate with other humans.

4.4. Language learning seems to be subject Language learning seems to be subject to specific to specific critical period effectscritical period effects..

How does this happen?How does this happen?(Two familiar views, no?)(Two familiar views, no?)

NativistNativist All humans have an All humans have an

innate innate “linguistic “linguistic bioprogram”bioprogram” or a or a “core grammar”“core grammar” which which allows them to learn or allows them to learn or (in some cases) (in some cases) createcreate languages based on languages based on the input they receive.the input they receive.

EmpiricistEmpiricist Creoles get to be Creoles get to be

more complex more complex grammatically grammatically because because they are used they are used in a wider variety of in a wider variety of communicative communicative situationssituations – these new – these new uses require the uses require the language to encode language to encode more differences.more differences.

Critical Period EffectsCritical Period Effects

Critical Period:Critical Period: the biologically- the biologically-determined period in which determined period in which acquisition of a behavior or property acquisition of a behavior or property must occur to be successful.must occur to be successful.

Some environmental input is necessary for Some environmental input is necessary for development to occur “normally”:development to occur “normally”: Imprinting in ducks, geeseImprinting in ducks, geese Photoreceptors in humansPhotoreceptors in humans

Kids gone WILD!Kids gone WILD!(The cases of feral children…)(The cases of feral children…)

Limited number of children have been found who have Limited number of children have been found who have developed developed without exposure to languagewithout exposure to language..

Victor of AveyronVictor of Aveyron (19 (19thth century France, ???) century France, ???) IsabelleIsabelle (1930’s France, 6 years old) (1930’s France, 6 years old)

Normal IQNormal IQ Normal (?) use of language as an adultNormal (?) use of language as an adult

GenieGenie (1970’s California, 13 years old) (1970’s California, 13 years old) Abusive situation, likely brain damageAbusive situation, likely brain damage Learned vocabulary, limited (if any) syntax.Learned vocabulary, limited (if any) syntax. Language processed on the Language processed on the right hemisphereright hemisphere, not the , not the

left.left.

The tough questions…The tough questions…(Reprised from before…)(Reprised from before…)

1.1. Why does language acquisition always Why does language acquisition always follow the follow the same developmental pathsame developmental path??

2.2. How can infants How can infants learn any natural learn any natural languagelanguage??

3.3. How do humans How do humans create new languagescreate new languages in order to communicate? in order to communicate?

4.4. Why should language learning be subject Why should language learning be subject to specific to specific critical period effectscritical period effects??

Why can’t it be Why can’t it be bothboth??

Short answerShort answer: It probably is.: It probably is.

Longer answerLonger answer: : The development of language isn’t directly The development of language isn’t directly

observable – so we can’t reliably determine observable – so we can’t reliably determine what is innate and what is ultimately what is innate and what is ultimately learned.learned.

Approaches like Nature and Nurture give us Approaches like Nature and Nurture give us logical extremeslogical extremes

A definite combination of bothA definite combination of both

Consider this…Consider this…(New insights that might prove useful…)(New insights that might prove useful…)

Human infants pay attention to faces and people who are Human infants pay attention to faces and people who are talking.talking.

Human infants like listening to human speech – and Human infants like listening to human speech – and especially speech from their own language.especially speech from their own language.

Human infants constantly seek new sources of stimulation.Human infants constantly seek new sources of stimulation. Human infants attach to nurturing figures and Human infants attach to nurturing figures and

environments.environments. Human infants babble long before they are able to Human infants babble long before they are able to

produce words.produce words.

WHY?WHY?

What’s my motivation?What’s my motivation? Any time we ask Any time we ask whywhy a behavior evolved a behavior evolved

in the way that it did, we have to consider in the way that it did, we have to consider 4 different factors:4 different factors:

1.1. Evolutionary ComponentEvolutionary Component How did the behavior develop?How did the behavior develop?

2.2. Developmental ComponentDevelopmental Component How does the behavior develop in infants?How does the behavior develop in infants?

3.3. Mechanistic ComponentMechanistic Component How does the body perform such a behavior?How does the body perform such a behavior?

4.4. Functional ComponentFunctional Component Why does the individual engage in the behavior?Why does the individual engage in the behavior?

The Teleological TrapThe Teleological Trap(For catching Teleogies, right?)(For catching Teleogies, right?)

Insects developed wings Insects developed wings in order to fly.in order to fly. Birds fly south in winter Birds fly south in winter because it’s too because it’s too

cold for them in the north.cold for them in the north. Kids babble at 9 months Kids babble at 9 months because they’re because they’re

getting ready to start speaking.getting ready to start speaking.

The notion that a process (like The notion that a process (like development) proceeds to achieve a single development) proceeds to achieve a single logical goal.logical goal.

A A TeleonomicTeleonomic Explanation Explanation

BehaviorKid learns mother’s

voice.

Kid recognizes

mother.

Kid figures mother is a

good person to attach to.

Kid is taken care of by mother.

KID LIVES!

Kid isn’t so scared of the

world.

Kid is comfortable

in a nurturing

environment

Kid undergoes fruitful social-

cognitive development.

Kid exposed to plenty of language

stimuli from mother.

KID ACQUIRES

LANGUAGE!

•We can build similar chains of events for most behaviors…

The flip side: Missing LinksThe flip side: Missing Links

Conversely, the hypothesis that animals lack Conversely, the hypothesis that animals lack certain cognitive aspects needed to certain cognitive aspects needed to process languageprocess language forces us into an forces us into an opposite position:opposite position:

Human language may Human language may notnot be be fundamentally different than the fundamentally different than the forms of communication employed by forms of communication employed by animalsanimals..

DefinitionDefinition

Feral ChildFeral Child – a child who has lived in – a child who has lived in

isolation starting at a very isolation starting at a very

young age and thereby young age and thereby has has

remained unaware of remained unaware of humanhuman

behavior and languagebehavior and language

Romulus & RemusRomulus & Remus

Mowgli & TarzanMowgli & Tarzan

Two Classes of Feral Two Classes of Feral Children Children

The children who wander off and live The children who wander off and live in the wild on their ownin the wild on their own

The children who are nurtured by animals The children who are nurtured by animals in the wild, abandoned by parentsin the wild, abandoned by parents

Feral ChildrenFeral Children

Victor – (early 1800s) The wild boy of Aveyron. Found in Victor – (early 1800s) The wild boy of Aveyron. Found in the woods at about 11 or 12. He was probably partially the woods at about 11 or 12. He was probably partially mentally retarded. He never learned to use language. mentally retarded. He never learned to use language.

Genie – (1970) 13 year old girl had lived whole life in Genie – (1970) 13 year old girl had lived whole life in total isolation in her home. She may or may not have total isolation in her home. She may or may not have been of normal intelligence but never able to acquire been of normal intelligence but never able to acquire language. language.

Isabell – Found at 6 (1947). In two months she was Isabell – Found at 6 (1947). In two months she was combining words. Within a year she had similar combining words. Within a year she had similar language to other 7 year olds.language to other 7 year olds.

Interesting PointInteresting Point

It is very possible to rescue a child It is very possible to rescue a child from a wolf den…it is impossible for from a wolf den…it is impossible for anyone to be an eyewitness of day-anyone to be an eyewitness of day-by-day associations between a child by-day associations between a child

and a wolf pack.and a wolf pack.

Therefore…Therefore…

Scientists, Doctors, and Psychologists have Scientists, Doctors, and Psychologists have focused a great deal of time and energy on focused a great deal of time and energy on

studying the cases of extreme isolation which studying the cases of extreme isolation which are modeled in the 1are modeled in the 1stst class of feral children. class of feral children.

Wild PeterWild Peter

Was exposed to the wild by his father and his Was exposed to the wild by his father and his stepmotherstepmother

Found Found 17241724, at the age of 13, in Hameln, Germany, , at the age of 13, in Hameln, Germany, as a naked, brownish and black-haired creatureas a naked, brownish and black-haired creature

He became the “possession“ of George I. of He became the “possession“ of George I. of EnglandEngland

Was given to Princess Caroline of Wales, and Was given to Princess Caroline of Wales, and investigated by Dr. Arbuthnotinvestigated by Dr. Arbuthnot

Did not know how to answer questionsDid not know how to answer questions Was never able to speak properly, learned only a Was never able to speak properly, learned only a

few words: “Peter“, “wild man“, “bow-wow“ (dog), few words: “Peter“, “wild man“, “bow-wow“ (dog), “ki scho“ (King George), “qui ca“ (Queen Caroline)“ki scho“ (King George), “qui ca“ (Queen Caroline)

Peter died in England in 1785Peter died in England in 1785

Isolated childrenIsolated children

Viktor of AveyronViktor of Aveyron

Found Found 17991799, was captured as a naked 11-year-, was captured as a naked 11-year-old boy in the Caune Woods, Franceold boy in the Caune Woods, France

Fell under the care of Dr. Itard in Paris; the Fell under the care of Dr. Itard in Paris; the French Physician suspected an abnormality of French Physician suspected an abnormality of the larynxthe larynx

Was able to comprehend language, but was Was able to comprehend language, but was practically unable to produce itpractically unable to produce it

the only 2 pronounced words: “lait“ (milk), the only 2 pronounced words: “lait“ (milk), “oh dieu“ (my god)“oh dieu“ (my god)

The majority of his communication consisted of The majority of his communication consisted of grunts and howlsgrunts and howls

Died in Paris in 1828Died in Paris in 1828

Isolated childrenIsolated children

Kaspar HauserKaspar Hauser Had spent his childhood in a darkened cellHad spent his childhood in a darkened cell Found Found 18281828, at the age of 17, as a young man in peasant dress in , at the age of 17, as a young man in peasant dress in

Nuremberg, Germany;Nuremberg, Germany; Capable of speech, but limited spoken vocabulary: “Ae sechtene Capable of speech, but limited spoken vocabulary: “Ae sechtene

mocht ich waehn, wie mei Votta waehn is“ (I want to be a horseman mocht ich waehn, wie mei Votta waehn is“ (I want to be a horseman like my father is“, “bua“ (people), “ross“ (horse) [at the age of 17]like my father is“, “bua“ (people), “ross“ (horse) [at the age of 17]

Linguistic abilities: Linguistic abilities: - no use of conjunctions, participles, adverbs - no use of conjunctions, participles, adverbs - deficient in respect to his syntax - deficient in respect to his syntax - use of names instead of pronouns- use of names instead of pronouns- over-generalization- over-generalization

Examples:Examples: “Kaspar very well““Kaspar very well“ [17 y.] [17 y.] “Kaspar shall Julius tell““Kaspar shall Julius tell“ “I all men love““I all men love“ “The man with the mountain“ (a fat man)“The man with the mountain“ (a fat man)

1829: considerable progress in reading and writing1829: considerable progress in reading and writing -> decided to write his memoirs -> decided to write his memoirs

1833: was assassinated by a stranger1833: was assassinated by a stranger

Confined childrenConfined children

IsabelleIsabelle

The illegitimate child had been kept in isolation by her The illegitimate child had been kept in isolation by her grandfather and was fed by her deaf-mute mother (and grandfather and was fed by her deaf-mute mother (and communicated with her through gestures)communicated with her through gestures)

Found Found 19381938 at the age of six in Ohio at the age of six in Ohio Astonishing progressAstonishing progress: :

Day O -> first vocalizationDay O -> first vocalizationafterafter2 mths. -> putting sentences together2 mths. -> putting sentences together11 mths. -> able to identify written words, to add to ten and 11 mths. -> able to identify written words, to add to ten and to retell a story to retell a story18 mths. -> able to ask complicated questions;18 mths. -> able to ask complicated questions; vocabulary of about 1,500 – 2,000 wordsvocabulary of about 1,500 – 2,000 words

Reached a normal mentality by the age of eight and a half yearsReached a normal mentality by the age of eight and a half years Covered in 2 years the usual stages of learning characteristics Covered in 2 years the usual stages of learning characteristics

that ordinarily require six! that ordinarily require six!

Confined childrenConfined children

GenieGenie

From the age of 20 months, she lived in nearly total isolation From the age of 20 months, she lived in nearly total isolation and was attached to a potty by a special harness for most of the and was attached to a potty by a special harness for most of the dayday

Her father did not speak to her but communicated through Her father did not speak to her but communicated through barkingbarking

Found in November Found in November 19701970, at the age of 13, in California, she , at the age of 13, in California, she could not stand erect and was unable to speak except 2 words: could not stand erect and was unable to speak except 2 words: “Stopit“, “Nomore““Stopit“, “Nomore“

1970: 1970: one-word utterances, one-word utterances, e.g. “No.No.Cat.“ [13 y.]e.g. “No.No.Cat.“ [13 y.] 1971: her language resembled that of a normal 18-20 months 1971: her language resembled that of a normal 18-20 months

old child (one year after her discovery)old child (one year after her discovery) distinction between plural and singular nouns distinction between plural and singular nouns two-word utterances, two-word utterances, e.g. “Want milk.“, “Big teeth.“ [14y.]e.g. “Want milk.“, “Big teeth.“ [14y.]

ButBut: NO vocabulary explosion after 18-20 months: NO vocabulary explosion after 18-20 months Incapable to produce questions,Incapable to produce questions,

e.g. “Where is may I have a penny?“ [17;2] e.g. “Where is may I have a penny?“ [17;2] “I where is graham cracker on the top shelf?“ “I where is graham cracker on the top shelf?“

Present condition: speech development is not perfect, but she Present condition: speech development is not perfect, but she can utter the most things she wants to; lives in an adult foster can utter the most things she wants to; lives in an adult foster home in Californiahome in California

Confined childrenConfined children

Genie (04.05.1975)Genie (04.05.1975)

Genie (18;1): Genie have yellow material Genie (18;1): Genie have yellow material at school. at school.

Marilyn (adult): What are you using it for?Marilyn (adult): What are you using it for? G: Paint. Paint picture. Take home. Ask G: Paint. Paint picture. Take home. Ask

teacher yellow material. Blue paint. teacher yellow material. Blue paint. Yellow green paint. I want use material Yellow green paint. I want use material at school. at school.

M: You wanta paint it, or are you trying to M: You wanta paint it, or are you trying to tell me you tell me you diddid paint it? paint it?

G: G: DidDid paint. paint.

[Curtiss, 1977][Curtiss, 1977]

Kamala and AmalaKamala and Amala

The “wolf children“ Kamala (8y.) and Amala (2y.) The “wolf children“ Kamala (8y.) and Amala (2y.) had been living with a family of wolves in a cave in a jungle in had been living with a family of wolves in a cave in a jungle in IndiaIndia

In In 19201920, they were discovered in Midnapore, by Reverend , they were discovered in Midnapore, by Reverend Singh who took charge of themSingh who took charge of them

Preferred to sit in the darkest corner of their roomPreferred to sit in the darkest corner of their room Fingers and toes were deformed, they were not able to stand Fingers and toes were deformed, they were not able to stand

uprightupright snarled at other kids and cried like wolvessnarled at other kids and cried like wolves Amala died in September 1921 Amala died in September 1921 Within 5 years of orphanage, Kamala acquired a Bengali - Within 5 years of orphanage, Kamala acquired a Bengali -

vocabulary of more than 40 words: “ha“ (yes), “hoo“ (cold); vocabulary of more than 40 words: “ha“ (yes), “hoo“ (cold); she was also able to name objectsshe was also able to name objects

1929: Kamala died1929: Kamala died

Children raised by animalsChildren raised by animals

Oxana MalayaOxana Malaya

At the age of 3, her alcoholic parents left her neglected At the age of 3, her alcoholic parents left her neglected daughter outside one night and she crawled into a hovel daughter outside one night and she crawled into a hovel where the family kept dogs where the family kept dogs

Between the ages of 3 and 8, she lived with the dogs in a Between the ages of 3 and 8, she lived with the dogs in a kennel of the back garden of her family homekennel of the back garden of her family home

In In 19911991, the “dog child“ was found in Ukraine, barking and , the “dog child“ was found in Ukraine, barking and crawling on all fourscrawling on all fours

At an orphanage school, she was taught to walk upright, to At an orphanage school, she was taught to walk upright, to eat with her hands and to acquire language; eat with her hands and to acquire language;

2006: at the age of 23, she is able to speak, but there is no 2006: at the age of 23, she is able to speak, but there is no cadence or rhythm or inflection to her speech; she can cadence or rhythm or inflection to her speech; she can count but not add upcount but not add up

Today, she works as a cowgirlToday, she works as a cowgirl

Children raised by animalsChildren raised by animals

Timetable of casesTimetable of cases

NameName SexSex LocationLocation DateDate AgeAge ClassificationClassification

Wild PeterWild Peter malemale Hameln, GermanyHameln, Germany 17241724 1313 isolated childisolated child

ViktorViktor malemale Aveyron, FranceAveyron, France 17991799 1111 isolated childisolated child

Kaspar Kaspar HauserHauser malemale Nuremberg, GermanyNuremberg, Germany 18281828 1717 confined childconfined child

Kamala & Kamala & AmalaAmala femalefemale Midnapore, IndiaMidnapore, India 19201920 8 and 28 and 2 wolf childrenwolf children

IsabelleIsabelle femalefemale Ohio, USAOhio, USA 19381938 66 confined childconfined child

GenieGenie femalefemale California, USACalifornia, USA 19701970 1313 confined childconfined child

Oxana Oxana MalayaMalaya femalefemale Novaya Blagoveshchenka, Novaya Blagoveshchenka,

UkraineUkraine 19911991 88 dog childdog child

ProblemsProblems

There aren´t many linguistic records There aren´t many linguistic records of the most cases (exception: Genie)of the most cases (exception: Genie)

After their return to civilization, the After their return to civilization, the experiences of feral children in experiences of feral children in acquiring language are totally acquiring language are totally different (different social different (different social background, different periods of background, different periods of isolation)isolation)

ConclusionConclusion

Some feral children acquire normal language Some feral children acquire normal language ability, but only if found before the onset of ability, but only if found before the onset of pubertypuberty(e.g. Isabelle)(e.g. Isabelle)

Other feral children never master the rules of Other feral children never master the rules of grammar and syntaxgrammar and syntax

Unless children are exposed to language in the Unless children are exposed to language in the critical period, they lose much of their innate critical period, they lose much of their innate ability to learn a language and especially its ability to learn a language and especially its grammatical principlesgrammatical principles

The Critical Period Hypothesis is not The Critical Period Hypothesis is not proven, but it is strongly supported!proven, but it is strongly supported!

Victor – The Wild Boy of Victor – The Wild Boy of AveyronAveyron

Captured in January 1800Captured in January 1800

Estimated to be about Estimated to be about 10 years old10 years old

His desires did not go His desires did not go beyond his physical needs beyond his physical needs

He could not speak or He could not speak or understand human language understand human language

He preferred raw food and He preferred raw food and ripped of any clothes that ripped of any clothes that were put on himwere put on him

Victor - The Wild Boy of Victor - The Wild Boy of AveyronAveyron

Diagnosed as an Diagnosed as an “incurable idiot”“incurable idiot”

Put through Put through numerous tests numerous tests (psychological and (psychological and physiological)physiological)

Made small progress Made small progress in social behaviorin social behavior

Never learned to Never learned to speak or understand speak or understand human languagehuman language

Oxana Malaya – The Ukrainian Dog Oxana Malaya – The Ukrainian Dog GirlGirl

Found in 1991; Age Found in 1991; Age 88

Found in dog Found in dog kennels outside her kennels outside her homehome

Abandoned by her Abandoned by her mothermother

Sounded and had Sounded and had dog-like mannerismsdog-like mannerisms

To what extent was the To what extent was the child with normal mind child with normal mind

before his isolation?before his isolation?

Nature vs NurtureNature vs Nurture

Idiocy Before Isolation Idiocy Before Isolation (Nature)(Nature)

Language deficientLanguage deficient UntidinessUntidiness Animal-like soundsAnimal-like sounds Ingesting “nasties”Ingesting “nasties” Insensitivity to Insensitivity to

temperaturetemperature Un-attachment to Un-attachment to

other humansother humans Inability to walk Inability to walk

uprightupright More apt to be More apt to be

abandonedabandoned

NurtureNurture

Seems improbable Seems improbable that chance would that chance would lead to so many lead to so many casescases

Children who are Children who are mentally challenged mentally challenged would have a very would have a very difficult time difficult time surviving in the surviving in the woodswoods

Common GroundCommon Ground

““Functional [nurture] damage can be partially Functional [nurture] damage can be partially repaired, that what one environment has repaired, that what one environment has brought about , a new environment can brought about , a new environment can change. How far the boy could change change. How far the boy could change

back from animal to human provides part back from animal to human provides part of the evidence of his original condition.”of the evidence of his original condition.”

Shattuck 1980, pp40Shattuck 1980, pp40

Significance of Feral Significance of Feral ChildrenChildren

EntertainmentEntertainment

Development of Behaviorism and Development of Behaviorism and Behavior ModificationBehavior Modification

Conclusions about sensitive periodsConclusions about sensitive periods

Provide for an experiment that can Provide for an experiment that can never be ethically planned or never be ethically planned or conducted by scientistsconducted by scientists

IQ Differences among IQ Differences among Racial/Cultural GroupsRacial/Cultural Groups

Find differences among racial & Find differences among racial & cultural groups on IQcultural groups on IQ American Blacks score about 15 points American Blacks score about 15 points

lower than Whiteslower than Whites

WHY?WHY? genetics?genetics?

Witty & Jenkins (1935)Witty & Jenkins (1935) No support for genetic differencesNo support for genetic differences

environment?environment?

Why differences between Why differences between Blacks & Whites?Blacks & Whites?

Social designation influencesSocial designation influences autonomous minoritiesautonomous minorities

deliberately separate themselvesdeliberately separate themselves immigrant minoritiesimmigrant minorities

came to country to better livescame to country to better lives see selves as better than those left behindsee selves as better than those left behind

involuntary minoritiesinvoluntary minorities did not choose minority statusdid not choose minority status routinely judged as inferior by dominant routinely judged as inferior by dominant

majoritymajority cross-cultural findings on IQ scorescross-cultural findings on IQ scores

BibliographyBibliography

Brown, Roger. 1959. Brown, Roger. 1959. Words and thingsWords and things. Glencoe: . Glencoe: The Free Press.The Free Press.

Candland, Douglas. 1993. Candland, Douglas. 1993. Feral children and Feral children and clever animalsclever animals. Oxford: Oxford University Press.. Oxford: Oxford University Press.

Curtiss, Susan. 1977. Curtiss, Susan. 1977. Genie – A psycholinguistic Genie – A psycholinguistic study of a modern-day „wild child“study of a modern-day „wild child“. New York: . New York: Academic Press.Academic Press.

Davis, Kingsley. 1966. Davis, Kingsley. 1966. Human societyHuman society. New York: . New York: Macmillan.Macmillan.

Mindshock – Feral children. Mindshock – Feral children. http://www.mojoflix.com/Video/Oxana-Malaya-http://www.mojoflix.com/Video/Oxana-Malaya-The-Feral-Child.html.The-Feral-Child.html. (27.11.2006) [no author, no publishing year](27.11.2006) [no author, no publishing year]

BibliographyBibliography

Pines, Maya. 1997. The civilizing of Genie. Pines, Maya. 1997. The civilizing of Genie. Teaching through the disciplines: PsychologyTeaching through the disciplines: Psychology, , ed. by Loretta F. Kasper. New York: Whittier.ed. by Loretta F. Kasper. New York: Whittier.

Skuse, D.H. 1988. Extreme deprivation in early Skuse, D.H. 1988. Extreme deprivation in early childhood. childhood. Language development in Language development in exceptional circumstancesexceptional circumstances, ed. by Dorothy , ed. by Dorothy Bishop and Kay Mogford, 29-46. New York: Bishop and Kay Mogford, 29-46. New York: Livingstone.Livingstone.

Ward, Andrew. 2006. Feral children. Ward, Andrew. 2006. Feral children. http://www.feralchildren.com/de/index.phphttp://www.feralchildren.com/de/index.php. . (27.11.2006)(27.11.2006)

Any Questions?Any Questions?