387:, any differences from children who did not suffer brain damage were minor. In contrast, the same study presented striking evidence that similar brain damage has much more severe and often permanent consequences on language use when incurred as an adult. In a comparative study on the Origins of Language Disorders, Bates found that the period between 0 and 5 years of age was important to the argument of neural plasticity as this suggests that reorganization in response to an injury occurs during this period. However, there are limits to brain plasticity. Despite the area that is damaged, whether it be right-frontal or left-frontal, there was an increased risk for expressive language delay within 19 months to 30 months. This suggests that left-frontal regions may be important for language production in the adult brain, but aren’t likely to be a unique or innately set up to subserve language functions.
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style, characterized by the child's first 50 words containing mostly object labels, was a better strategy in developing language than a personal and socially expressive language style. She found that regardless of the strategy applied by the child, they learn words at the same rate. She did, however, find strong predictive power in the child's vocabulary at 13 and 20 months old and their grammatical complexity at 2 years old. Bates finds that language learning comes from the neural plasticity in the brain; therefore, children can and are able to learn a language, even with brain trauma.
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When discussing the time period where children begin to speak, Bates received a lot of attention for finding an overwhelming amount of nouns within the first 50 words of a native
English speaker's vocabulary. Bates helped settle an ongoing debate among linguists who argued that a referential language
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Bates and colleagues also showed that after brain injury, adult aphasic patients' deficits were not specific to linguistic structures theorized to be localized to specific brain areas, or even restricted to the linguistic domain. Deficits and lesion sites instead overlap in the role that they affect
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view of grammar, in that communication is the main force that drives language's natural forms. This view provides support for Bates’ widely known perspective: the brain does not use specialized linguistic centers, but instead employs general cognitive abilities in order to solve a communicative
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bilingualism, psycholinguistics and their neural underpinnings, and had trained, supported and collaborated with a diverse and international group of researchers and students. The
Elizabeth Bates Graduate Research Fund was established at UCSD in her memory to assist graduate students' research.
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On
December 13, 2003, Elizabeth Bates died, after a year-long struggle with pancreatic cancer. Over the course of more than thirty years, Bates had established herself as a world leader in a number of fields – child development, language acquisition, aphasia research, cross-linguistic research,
169:, and she authored 10 books and over 200 peer-reviewed articles and book chapters on these subjects. Bates was well known for her assertion that linguistic knowledge is distributed throughout the brain and is subserved by general cognitive and neurological processes.
204:, where she worked until late 2003. Bates was one of the founders of the Department of Cognitive Science at UCSD, the first department of its kind in the USA. She was also the director of the UCSD Center of Research in Language and the co-director of the
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Stiles, J; Bates, E.A.; Thal, D; Trauner, D; Reilly, J (1998). "Linguistic, cognitive and affective development in children with pre- and perinatal focal brain injury: A ten-year overview from the San Diego longitudinal project".
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Li, P., Tan, L. & Tzeng, O. J. L. (2005). Epilogue: A tribute to
Elizabeth Bates. In P. Li, L.-H. Tan, E. Bates & O. Tzeng (eds.), Handbook of East Asia psycholinguistics, vol. 1: Chinese. Cambridge: Cambridge University
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In defense of communication functioning as a main force of language acquisition, she looked to the prelinguistic use of commands by infants that required them to develop and use social skills. She highlighted the reliance on
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in their gestures in order to make a command or request was found in her research and shows the necessity of communication regardless of language. Bates also coined the term
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Bates, E; Marchman, V; Thal, D; Fenson, L; Dale, P; Reznick, J. S; et al. (1994). "Developmental and stylistic variation in the composition of early vocabulary".
787:"Language deficits, localization, and grammar: evidence for a distributive model of language breakdown in aphasic patients and neurologically intact individuals"
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Bates, Elizabeth; Reilly, Judy; Wulfeck, Beverly; Dronker, Nina; Opie, Meiti; Fenson, Judy; Kriz, Sarah; Jeffries, Rita; Miller, Larae; Herbst, Kathryn (2001).
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Elizabeth Bates was a pioneer and leading scholar in studying how the brain processes language. Bates made significant contributions in the fields of child
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Bates, E; Benigni, L; Bretherton, I; Camaioni, L; Volterra, V (1979). "The emergence of symbols: Cognition and communication in infancy".
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Bates, E; Bretherton, I; Snyder, L (1988). "From first words to grammar: Individual differences and dissociable mechanisms".
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Tomasello, M. & Slobin, D. I. (2004). Beyond nature–nurture: Essays in honor of
Elizabeth Bates. Mahwah, NJ: Erlbaum.
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by infants in order to fill their need to communicate before they are able to speak. The child's ability to incorporate
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208:/UCSD Joint Doctoral Program in Language and Communication Disorders. Bates also served as a visiting professor at the
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Boyd R. McCandless
Distinguished Young Scientist Award Division 7, American Psychological Association, 1979
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speech fluency and complexity. Language is viewed as interrelated with cognitive processes such as
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Dick, F; Bates, E; Wulfeck, B; Utman, JA; Dronkers, N; Gernsbacher, MA (October 2001).
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in 1976-1977 and at the
National Research Council Institute of Psychology in Rome.
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conundrum. Much of her research provided evidence towards the core principles of
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Elizabeth Bates, 56, Researcher on the
Development of Language - New York Times
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Karmiloff-Smith, A (2004). "Editorial obituary: Elizabeth Bates (1947–2003)".
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to learn and use language within normal range After matching for age, sex and
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Domain-Specificity, Modularity and Neural
Plasticity in Language Processing
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583:"Cue validity and sentence interpretation in English, German, and Italian"
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Bates, E (1976). "Language and
Context: The acquisition of pragmatics".
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Fellow-Elect, Center for Advanced Study in the Behavioral Sciences, 1983
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Saygin, AP; Dick, F; Wilson, SM; Dronkers, NF; Bates, E (April 2003).
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in the mind, and can be localized to specific brain regions such as
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that language is processed in a domain-specific manner, by specific
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Bates, E (1975). "Peer relations and the acquisition of language".
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Bates, Elizabeth (January 1997). "Developmental Neuropsychology".
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877:"Lesion correlates of conversational speech production deficits"
761:"Modularity, domain specificity and the development of language"
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Research on the cognitive, neural, and social bases of language
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Bates, E (1984). "Bioprograms and the innateness hypothesis".
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Borovsky, A.; Saygin, A.P.; Bates, E.; Dronkers, N. (2007).
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school of thought, which made her a major player in the
149:(July 26, 1947 – December 13, 2003) was a professor of
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Origins of Language Disorders: A Comparative Approach
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Dick, Frederic; Elman, Jeffrey; Stiles, Joan (2004).
502:: i–iii – via Department of Cognitive Science.
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She was employed as a tenure-track professor at the
489:"Letter from the Editor and a Scientific Obituary"
344:. This perspective runs counter to the theory of
249:phenomenon that results from competition between
200:from 1974-1981 before joining the faculty of the
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558:The Crosslinguistic Study of Sentence Processing
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399:John Simon Guggenheim Memorial Fellowship, 1981
590:Journal of Verbal Learning and Verbal Behavior
412:Honorary Doctorate, New Bulgarian University,
371:Through her research, Bates demonstrated that
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273:time scales. She was a main proponent of the
556:Bates, Elizabeth; MacWhinney, Brian (1989).
261:, accounting for language processing on the
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1135:Deaths from pancreatic cancer in California
581:MacWhinney, B; Bates, E; Kliegl, R (1984).
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743:Cambridge, UK: Cambridge University Press
245:, which views language acquisition as an
560:. New York: Cambridge University Press.
460:"Elizabeth Bates: A scientific obituary"
233:, cross-linguistic language processing,
16:American cognitive scientist (1947–2003)
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19:For the Latter-day Saint musician, see
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131:University of California, San Diego
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1150:Developmental psycholinguists
1110:Lost Women of Science podcast
840:Brain: A Journal of Neurology
667:Friendship and Peer Relations
617:Behavioral and Brain Sciences
602:10.1016/S0022-5371(84)90093-8
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1160:University of Chicago alumni
987:Advances in Infancy Research
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768:Discussions in Neuroscience
487:Saygin, Ayse Pinar (2004).
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1100:Elizabeth Bates's Homepage
438:"Elizabeth Bates Obituary"
288:East Pole-West Pole divide
206:San Diego State University
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1071:10.1080/01690960444000025
1014:10.1080/87565649709540686
759:Bates, Elizabeth (1994).
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518:carta.anthropogeny.org
296:cognitive neuroscience
198:University of Colorado
135:University of Colorado
121:Cognitive neuroscience
84:Saint Louis University
21:Elizabeth Fetzer Bates
191:University of Chicago
88:University of Chicago
853:10.1093/brain/awg082
791:Psychological Review
385:socioeconomic status
342:spreading activation
302:Language acquisition
292:cognitive psychology
231:language acquisition
179:St. Louis University
159:language acquisition
113:Language acquisition
407:University of Paris
338:pattern recognition
165:, aphasia, and the
147:Elizabeth Ann Bates
42:Elizabeth Ann Bates
1051:Additional sources
933:Brain and Language
259:syntactic patterns
255:phonological forms
887:(11): 2525–2533.
567:978-0-521-26196-8
539:"Elizabeth Bates"
391:Honors and awards
373:neural plasticity
243:competition model
187:human development
163:psycholinguistics
151:cognitive science
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103:Scientific career
67:December 13, 2003
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473:: i–iii.
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