Thu, 24 Jul 2008 19:34:03 BST CiteULike: briordan general-language-acquisition http://www.citeulike.org/user/briordan/tag/general-language-acquisition CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/briordan/article/2966765 <i>(1989)</i> Learnability and Cognition: The Acquisition of Argument Structure Steven Pinker (1989) 2008-07-06T02:16:53-00:00 1989 MIT Press general-language-acquisition http://www.citeulike.org/user/briordan/article/2941822 <i>Language Acquisition, Vol. 15, No. 3. (2008), pp. 130-182.</i><br /><br />This article argues for a theory of lexical acquisition that takes overgeneralization in monolinguals and syntactic transfer effects in bilinguals to be manifestations of the same underlying mechanism. The theory views both overgeneralization and transfer as epiphenomena of an updating system which spreads newly acquired information across paradigms. A consequence of this setup is that both overgeneralization and transfer effects are only expected to affect members of the same lexical paradigm. Experimental evidence, both old and new, is presented in support of this model. The Role of Paradigm Formation in Lexical Acquisition: Towards a Unified Account of Overgeneralization and Transfer Effects Marco Tamburelli doi:10.1080/10489220802168842 Language Acquisition, Vol. 15, No. 3. (2008), pp. 130-182. 2008-06-29T16:03:20-00:00 2008 Language Acquisition 15 3 130 182 Psychology Press general-language-acquisition syntactic-acquisition http://www.citeulike.org/user/briordan/article/2939103 <i>Language Learning and Development, Vol. 4, No. 3. (2008), pp. 203-227.</i><br /><br />Phonological patterns in languages often involve groups of sounds rather than individual sounds, which may be explained if phonology operates on the abstract features shared by those groups (Troubetzkoy, 1939/1969; Chomsky & Halle, 1968). Such abstract features may be present in the developing grammar either because they are part of a Universal Grammar included in the genetic endowment of humans (e.g., Hale, Kissock and Reiss, 2006), or plausibly because infants induce features from their linguistic experience (e.g., Mielke, 2004). A first experiment tested 7-month-old infants' learning of an artificial grammar pattern involving either a set of sounds defined by a phonological feature, or a set of sounds that cannot be described with a single featurean arbitrary set. Infants were able to induce the constraint and generalize it to a novel sound only for the set that shared the phonological feature. A second study showed that infants' inability to learn the arbitrary grouping was not due to their inability to encode a constraint on some of the sounds involved. Is Infants' Learning of Sound Patterns Constrained by Phonological Features? Alejandrina Cristià Amanda Seidl doi:10.1080/15475440802143109 Language Learning and Development, Vol. 4, No. 3. (2008), pp. 203-227. 2008-06-28T11:54:40-00:00 2008 Language Learning and Development 4 3 203 227 Psychology Press general-language-acquisition http://www.citeulike.org/user/briordan/article/2906413 <i>Vol. 33 (2005), pp. 153-192.</i> What develops in language development? Lou Gerken Vol. 33 (2005), pp. 153-192. 2008-06-19T01:49:22-00:00 2005 33 153 192 Elsevier general-language-acquisition syntactic-acquisition word-learning http://www.citeulike.org/user/briordan/article/2905259 <i>Annual Review of Neuroscience, Vol. 31, No. 1. (2008), pp. 511-534.</i><br /><br />Infants learn language(s) with apparent ease, and the tools of modern neuroscience are providing valuable information about the mechanisms that underlie this capacity. Noninvasive, safe brain technologies have now been proven feasible for use with children starting at birth. The past decade has produced an explosion in neuroscience research examining young children's processing of language at the phonetic, word, and sentence levels. At all levels of language, the neural signatures of learning can be documented at remarkably early points in development. Individual continuity in linguistic development from infants' earliest responses to phonemes is reflected in infants' language abilities in the second and third year of life, a finding with theoretical and clinical implications. Developmental neuroscience studies using language are beginning to answer questions about the origins of humans' language faculty. Neural Substrates of Language Acquisition Patricia Kuhl Maritza Gaxiola doi:10.1146/annurev.neuro.30.051606.094321 Annual Review of Neuroscience, Vol. 31, No. 1. (2008), pp. 511-534. 2008-06-18T12:15:57-00:00 2008 Annual Review of Neuroscience 31 1 511 534 erps fmri general-language-acquisition word-learning http://www.citeulike.org/user/briordan/article/2870121 <i>(in press)</i> What conversational English tells us about the nature of grammar: A critique of Thompson's analysis of object complements Frederick Newmeyer (in press) 2008-06-06T17:29:24-00:00 general-language-acquisition general-linguistics general-psycholinguistics http://www.citeulike.org/user/briordan/article/2859487 <i>Language Learning and Development, Vol. 1, No. 2. (2005), pp. 151-195.</i><br /><br />In this article we investigate what learners acquire when their input contains inconsistent grammatical morphemes such as those present in pidgins and incipient creoles. In particular, we ask if learners acquire variability veridically or if they change it, making the language more regular as they learn it. In Experiment 1 we taught adult participants an artificial language containing unpredictable variation in 1 grammatical feature. We manipulated the amount of inconsistency and the meaning of the inconsistent item. Postexposure testing showed that participants learned the language, including the variable item, despite the presence of inconsistency. However, their use of variable items reflected their input. Participants exposed to consistent patterns produced consistent patterns, and participants exposed to inconsistency reproduced that inconsistency; they did not make the language more consistent. The meaning of the inconsistent item had no effect. In Experiment 2 we taught adults and 5- to 7-year-old children a similar artificial language. As in Experiment 1, the adults did not regularize the language. However, many children did regularize the language, imposing patterns that were not the same as their input. These results suggest that children and adults do not learn from variable input in the same way. Moreover, they suggest that children may play a unique and important role in creole formation by regularizing grammatical patterns. Regularizing Unpredictable Variation: The Roles of Adult and Child Learners in Language Formation and Change Carla Kam Elissa Newport doi:10.1207/s15473341lld0102_3 Language Learning and Development, Vol. 1, No. 2. (2005), pp. 151-195. 2008-06-03T15:45:30-00:00 2005 Language Learning and Development 1 2 151 195 Psychology Press artificial-grammars cross-situational general-language-acquisition statistical-learning syntactic-acquisition word-learning http://www.citeulike.org/user/briordan/article/2847285 <i>Vol. 13, No. 3. (2008), pp. 275-278.</i> Headed in the right direction: A commentary on Yoshida and Smith Richard Aslin Vol. 13, No. 3. (2008), pp. 275-278. 2008-05-30T13:05:14-00:00 2008 13 3 275 278 eye-movements general-language-acquisition http://www.citeulike.org/user/briordan/article/2847266 <i>(2008)</i> Infant Pathways to Language: Methods, Models, and Research Directions (2008) 2008-05-30T12:53:41-00:00 2008 Psychology Press general-language-acquisition statistical-learning syntactic-acquisition word-learning http://www.citeulike.org/user/briordan/article/2142108 <i>Developmental Science, Vol. 11, No. 1. (January 2008), pp. 122-134.</i> Statistical phonetic learning in infants: facilitation and feature generalization Maye Jessica Weiss J Daniel Aslin N Richard doi:10.1111/j.1467-7687.2007.00653.x Developmental Science, Vol. 11, No. 1. (January 2008), pp. 122-134. 2007-12-18T18:38:19-00:00 2008 Developmental Science 1363-755X 11 1 122 134 Blackwell Publishing general-language-acquisition statistical-learning http://www.citeulike.org/user/briordan/article/263540 <i>Nature, Vol. 388, No. 6640. (24 July 1997), pp. 381-382.</i><br /><br />Infants aged 4-6 months discriminate the fine phonetic differences that distinguish syllables in both their native and unfamiliar languages, but by 10-12 months their perceptual sensitivities are reorganized so that they discriminate only the phonetic variations that are used to distinguish meaning in their native language. It would seem, then, that infants apply their well honed phonetic sensitivities as they advance and begin to associate words with objects, but the question of how speech perception sensitivities are used in early word learning has not yet been answered. Here we use a recently developed technique to show that when they are required to pair words with objects, infants of 14 months fail to use the fine phonetic detail they detect in syllable discrimination tasks. In contrast, infants of 8 months--who are not yet readily learning words--successfully discriminate phonetic detail in the same task in which infants aged 14 months fail. Taken together, these results suggest a second reorganization in infants's use of phonetic detail as they move from listening to syllables to learning words. Infants listen for more phonetic detail in speech perception than in word-learning tasks. CL Stager JF Werker doi:10.1038/41102 Nature, Vol. 388, No. 6640. (24 July 1997), pp. 381-382. 2005-07-24T02:23:29-00:00 1997 Nature 0028-0836 388 6640 381 382 general-language-acquisition statistical-learning word-learning http://www.citeulike.org/user/briordan/article/2829762 <i>(2008)</i> Corpora in Language Acquisition (2008) 2008-05-25T11:39:59-00:00 2008 cds computational-linguistics corpus-linguistics general-language-acquisition multimodal-processing syntactic-acquisition http://www.citeulike.org/user/briordan/article/2817929 <i>Behavioral and Brain Sciences, Vol. 31, No. 02. (2008), pp. 109-130.</i><br /><br />Over the last quarter century, the dominant tendency in comparative cognitive psychology has been to emphasize the similarities between human and nonhuman minds and to downplay the differences as “one of degree and not of kind” (Darwin 1871). In the present target article, we argue that Darwin was mistaken: the profound biological continuity between human and nonhuman animals masks an equally profound discontinuity between human and nonhuman minds. To wit, there is a significant discontinuity in the degree to which human and nonhuman animals are able to approximate the higher-order, systematic, relational capabilities of a physical symbol system (PSS) (Newell 1980). We show that this symbolic-relational discontinuity pervades nearly every domain of cognition and runs much deeper than even the spectacular scaffolding provided by language or culture alone can explain. We propose a representational-level specification as to where human and nonhuman animals' abilities to approximate a PSS are similar and where they differ. We conclude by suggesting that recent symbolic-connectionist models of cognition shed new light on the mechanisms that underlie the gap between human and nonhuman minds. Darwin's mistake: Explaining the discontinuity between human and nonhuman minds Derek Penn Keith Holyoak Daniel Povinelli Behavioral and Brain Sciences, Vol. 31, No. 02. (2008), pp. 109-130. 2008-05-20T23:10:27-00:00 2008 Behavioral and Brain Sciences 31 02 109 130 general-language-acquisition general-linguistics http://www.citeulike.org/user/briordan/article/2796023 <i>Psychological Research, Vol. 69, No. 5. (1 June 2005), pp. 316-329.</i><br /><br />Recent years have seen the upsurge of a new approach to language that moves away from the rule-based conventional framework. In this approach, mostly supported by the success of connectionist models, children learn language by exploiting the distributional properties of the input. It is argued in this paper that, in the same way as conforming to rules does not imply the existence of mental rules, conforming to statistical regularities does not imply that statistical computations are performed mentally. Sensitivity to statistical regularities can alternatively be conceived of as a by-product of the recurrent interplay between the properties of the current conscious content and the properties of the linguistic and extralinguistic environment. The validity of including the content of conscious experiences in an otherwise standard dynamical approach rooted in the notion of self-organization is discussed. Statistical approaches to language acquisition and the self-organizing consciousness: a reversal of perspective Pierre Perruchet doi:10.1007/s00426-004-0205-6 Psychological Research, Vol. 69, No. 5. (1 June 2005), pp. 316-329. 2008-05-13T19:43:05-00:00 2005 Psychological Research 69 5 316 329 artificial-grammars cross-situational general-language-acquisition statistical-learning http://www.citeulike.org/user/briordan/article/2786050 <i>Science, Vol. 320, No. 5876. (2 May 2008), 615.</i><br /><br />10.1126/science.1157120 COGNITIVE SCIENCE: Rethinking Folk Psychology Erik Myin doi:10.1126/science.1157120 Science, Vol. 320, No. 5876. (2 May 2008), 615. 2008-05-12T00:29:01-00:00 2008 Science 320 5876 615 general-language-acquisition http://www.citeulike.org/user/briordan/article/2763567 <i>Psychological Science, Vol. 19, No. 5. (2008), pp. 515-523.</i><br /><br />ABSTRACT- Infants' prelinguistic vocalizations are rarely considered relevant for communicative development. As a result, there are few studies of mechanisms underlying developmental changes in prelinguistic vocal production. Here we report the first evidence that caregivers' speech to babbling infants provides crucial, real-time guidance to the development of prelinguistic vocalizations. Mothers of 9.5-month-old infants were instructed to provide models of vocal production timed to be either contingent or noncontingent on their infants' babbling. Infants given contingent feedback rapidly restructured their babbling, incorporating phonological patterns from caregivers' speech, but infants given noncontingent feedback did not. The new vocalizations of the infants in the contingent condition shared phonological form but not phonetic content with their mothers' speech. Thus, prelinguistic infants learned new vocal forms by discovering phonological patterns in their mothers' contingent speech and then generalizing from these patterns. Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning Michael Goldstein Jennifer Schwade doi:10.1111/j.1467-9280.2008.02117.x Psychological Science, Vol. 19, No. 5. (2008), pp. 515-523. 2008-05-07T03:31:26-00:00 2008 Psychological Science 19 5 515 523 general-language-acquisition http://www.citeulike.org/user/briordan/article/2621512 <i>Trends in Cognitive Sciences, Vol. 12, No. 4. (April 2008), pp. 123-126.</i><br /><br />Brain imaging of adults during false-belief story tasks consistently shows activation of the temporoparietal junction in English-speaking Americans and German-speaking Europeans. Kobayashi et al. find this observation in adult English speakers but not in English-speaking children or in English-Japanese bilingual persons. This finding suggests a cultural or linguistic influence on location of brain function and argues against maturation of innately specified neural substrates. It is reminiscent of effects of linguistic development, bilingualism and cultural differences on theory of mind development. Theory of mind, language and the temporoparietal junction mystery Josef Perner Markus Aichhorn doi:10.1016/j.tics.2008.02.001 Trends in Cognitive Sciences, Vol. 12, No. 4. (April 2008), pp. 123-126. 2008-04-02T00:36:55-00:00 2008 Trends in Cognitive Sciences 12 4 123 126 bilingualism general-language-acquisition http://www.citeulike.org/user/briordan/article/2321766 <i>(2008)</i> Developmental Psycholinguistics: On-Line Methods in Children's Language Processing (2008) 2008-02-02T01:23:01-00:00 2008 John Benjamins general-language-acquisition general-psycholinguistics handbook methods http://www.citeulike.org/user/briordan/article/2277919 <i>Proceedings of the National Academy of Sciences, Vol. 105, No. 3. (22 January 2008), pp. 845-852.</i><br /><br />Disparities in verbal ability, a major predictor of later life outcomes, have generated widespread debate, but few studies have been able to isolate neighborhood-level causes in a developmentally and ecologically appropriate way. This study presents longitudinal evidence from a large-scale study of >2,000 children ages 612 living in Chicago, along with their caretakers, who were followed wherever they moved in the U.S. for up to 7 years. African-American children are exposed in such disproportionate numbers to concentrated disadvantage that white and Latino children cannot be reliably compared, calling into question traditional research strategies assuming common points of overlap in ecological risk. We therefore focus on trajectories of verbal ability among African-American children, extending recently developed counterfactual methods for time-varying causes and outcomes to adjust for a wide range of predictors of selection into and out of neighborhoods. The results indicate that living in a severely disadvantaged neighborhood reduces the later verbal ability of black children on average by approx 4 points, a magnitude that rivals missing a year or more of schooling. 10.1073/pnas.0710189104 From the Cover: Inaugural Article: Durable effects of concentrated disadvantage on verbal ability among African-American children Robert Sampson Patrick Sharkey Stephen Raudenbush doi:10.1073/pnas.0710189104 Proceedings of the National Academy of Sciences, Vol. 105, No. 3. (22 January 2008), pp. 845-852. 2008-01-22T22:53:31-00:00 2008 Proceedings of the National Academy of Sciences 105 3 845 852 general-language-acquisition general-linguistics http://www.citeulike.org/user/briordan/article/2180739 <i>(2007)</i> First Language Acquisition: The Essential Readings Barbara Lust Claire Foley (2007) 2007-12-30T01:33:23-00:00 2007 Blackwell general-language-acquisition handbook http://www.citeulike.org/user/briordan/article/2151987 <i>(2003)</i> First Language Acquisition Eve Clark (2003) 2007-12-20T15:06:48-00:00 2003 Cambridge University Press bilingualism cross-situational general-language-acquisition semantic-development semantic-organization syntactic-acquisition word-learning http://www.citeulike.org/user/briordan/article/2151959 <i>Journal of Child Language, Vol. 30, No. 03. (2003), pp. 637-669.</i> Adult reformulations of child errors as negative evidence Michelle Chouinard Eve Clark doi:10.1017/S0305000903005701 Journal of Child Language, Vol. 30, No. 03. (2003), pp. 637-669. 2007-12-20T14:59:22-00:00 2003 Journal of Child Language 30 03 637 669 general-language-acquisition syntactic-acquisition word-learning