Soru

Passage A
For decades, the dominant paradigm in linguistics has been underpinned by the "poverty of the stimulus" argument. This theoretical framework posits that the linguistic input children receive is far too impoverished, fragmented, and error-ridden to account for the rapid and uniform acquisition of complex grammatical rules. Nativists argue that because children successfully master syntactic constraints that are never explicitly taught—and rarely exemplified in casual speech—they must be guided by an innate, domain-specific language faculty. This Universal Grammar provides a pre-wired blueprint of linguistic structure, constraining the hypotheses a child can form about their native language. Consequently, language acquisition is not viewed as a process of generalized learning, but rather as the biological unfolding of a specialized cognitive module triggered by environmental exposure. Under this view, the structural complexity of human language is a testament to unique, hardwired neurobiological adaptations rather than domain-general cognitive capabilities.

Passage B
Recent advancements in cognitive science have challenged the necessity of positing innate, language-specific modules, arguing instead for a usage-based approach to language acquisition. Proponents of this view maintain that the "poverty of the stimulus" argument underestimates both the richness of linguistic input and the immense computational power of the developing brain. Rather than relying on a hardwired Universal Grammar, children leverage domain-general cognitive mechanisms—such as statistical learning, pattern recognition, and robust social cognition—to extract grammatical rules directly from their environment. Through joint attention and intention-reading, infants parse the communicative functions of utterances. Concurrently, their statistical learning capacities allow them to track transition probabilities between words, gradually building abstract syntactic categories from concrete lexical items. By demonstrating that generalized learning mechanisms can account for the acquisition of complex syntax, usage-based theorists render the postulation of an innate language faculty theoretically superfluous. In this framework, grammar is not a biological prerequisite for language, but rather an emergent property of human social interaction and domain-general cognitive processing, fundamentally reshaping our understanding of cognitive development.

Based on the overarching structural relationship between the two passages, arrange the following rhetorical steps in the logical sequence they occur to form the complete dialectic presented by the authors.