  Bickerton and, following him, Pinker, argue that creolization occurs  when children take a pidgin as the input to their first language  learning, and urge that the added complexity of the creole reflects  the operation of the child's inborn language faculty. Moreover, they  argue, since creole languages all tend to be elaborated in the same  ways, and since they all respect the constraints of UG, the  phenomenon of creolization also supports the idea that the inborn  contribution to language acquisition is not just some general drive  for an effective system of communication, but rather knowledge of  linguistic universals.