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Simulating Developmental Changes in Noun Richness through Performance-limited Distributional Analysis
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Defaulting effects contribute to the simulation of cross-linguistic differences in Optional Infinitive errors
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Sinuosity and the affect grid: A method for adjusting repeated mood scores
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Cluster damage robustness analysis and space independent community detection in complex networks
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Gegov, Emil. - : Brunel University School of Engineering and Design PhD Theses, 2012
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Transition expertise: Cognitive factors and developmental processes that contribute to repeated successful career transitions amongst elite athletes, musicians and business people
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Modelling language acquisition in children using network theory
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In: European Perspectives on Cognitive Sciences (2011)
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Comparing MOSAIC and the variational learning model of the optional infinitive stage in early child language
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On the Utility of Conjoint and Compositional Frames and Utterance
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Simulating the referential properties of Dutch, German and English Root Infinitives in MOSAIC
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Abstract:
Children learning many languages go through an Optional Infinitive stage in which they produce non-finite verb forms in contexts in which a finite verb form is required (e.g. ‘That go there’ instead of ‘That goes there’). MOSAIC (Model of Syntax Acquisition in Children) is a computational model of language learning that successfully simulates the developmental patterning of the Optional Infinitive (OI) phenomenon in English, Dutch, German and Spanish (Freudenthal, Pine, Aguado-Orea & Gobet, 2007). In the present study, MOSAIC is applied to the simulation of certain subtle but theoretically important phenomena in the cross-linguistic patterning of the OI phenomenon that are typically assumed to require a more complex formal analysis. MOSAIC is shown to successfully simulate 1) The Modal Reference Effect: the finding that Dutch and German children tend to use Root Infinitives in modal contexts, 2) The Eventivity constraint: the finding that Dutch and German Root Infinitives refer predominantly to actions rather than static situations, and 3) The absence or reduced size of these effects in English. These results provide strong support for input-driven explanations of the Modal Reference Effect as well as MOSAIC’s mechanism for producing Root Infinitives, and the wider claim that it is possible to explain key aspects of children’s early multi-word speech in terms of the interaction between a resource-limited distributional learning mechanism and the surface properties of the language to which children are exposed.
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Keyword:
Chomsky; computational modeling; cross-linguistic; distributional analysis; Eventivity constraint; language acquisition; language development; learning; Modal Reference Effect; MOSAIC; optional infinitive; psycholinguistics; Universal Grammar; Wexler
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URL: http://bura.brunel.ac.uk/handle/2438/2966
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11 |
Does chess need intelligence? – A study with young chess players
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Modelling the developmental patterning of finiteness marking in English, Dutch, German and Spanish using MOSAIC
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Understanding the Developmental Dynamics of Subject Omission: The Role of Processing Limitations in Learning
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Simulating the Noun-Verb Asymmetry in the Productivity of Children’s Speech
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Linking working memory and long-term memory: A computational model of the learning of new words
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Jones, G; Gobet, F; Pine, J M. - : Blackwell Publishing. The definitive version is available at onlinelibrary.wiley.com, 2007
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Modelling the Development of Children’s use of Optional Infinitives in Dutch and English using MOSAIC
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Unifying cross-linguistic and within-language patterns of finiteness marking in MOSAIC
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On the resolution of ambiguities in the extraction of syntactic categories through chunking
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