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Quantifying Lexical Ambiguity in Speech To and From English-Learning Children
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Child-directed Listening: How Caregiver Inference Enables Children's Early Verbal Communication
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Peekbank: Exploring children's word recognition through an open, large-scale repository for developmental eye-tracking data
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Child-directed Listening: How Caregiver Inference Enables Children's Early Verbal Communication ...
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Evaluating Models of Robust Word Recognition with Serial Reproduction ...
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Child-directed Listening: How Caregiver Inference Enables Children's Early Verbal Communication.
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childes-db: A flexible and reproducible interface to the child language data exchange system
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In: Springer US (2020)
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Word forms - not just their lengths- are optimized for efficient communication ...
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The Emergence of an Abstract Grammatical Category in Children’s Early Speech
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In: Prof. Levy (2016)
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Abstract:
How do children begin to use language to say things they have never heard before? The origins of linguistic productivity have been a subject of heated debate: Whereas generativist accounts posit that children’s early language reflects the presence of syntactic abstractions, constructivist approaches instead emphasize gradual generalization derived from frequently heard forms. In the present research, we developed a Bayesian statistical model that measures the degree of abstraction implicit in children’s early use of the determiners “a” and “the.” Our work revealed that many previously used corpora are too small to allow researchers to judge between these theoretical positions. However, several data sets, including the Speechome corpus—a new ultra-dense data set for one child—showed evidence of low initial levels of productivity and higher levels later in development. These findings are consistent with the hypothesis that children lack rich grammatical knowledge at the outset of language learning but rapidly begin to generalize on the basis of structural regularities in their input.
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URL: http://hdl.handle.net/1721.1/113066
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