Home > Research > Publications & Outputs > Do as I say, not as I do

Research

Electronic data

  • twomey,chang,ambridge,inpress

    Rights statement: The final, definitive version of this article has been published in the Journal, Developmental Psychology 73, 2014, © ELSEVIER.

    Submitted manuscript, 2.67 MB, PDF document

Links

Text available via DOI:

Keywords

View graph of relations

Do as I say, not as I do: a lexical distributional account of English locative verb class acquisition

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Do as I say, not as I do: a lexical distributional account of English locative verb class acquisition. / Twomey, Katherine; Chang, Franklin; Ambridge, Ben.
In: Cognitive Psychology, Vol. 73, 09.2014, p. 41-71.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Twomey, K, Chang, F & Ambridge, B 2014, 'Do as I say, not as I do: a lexical distributional account of English locative verb class acquisition', Cognitive Psychology, vol. 73, pp. 41-71. https://doi.org/10.1016/j.cogpsych.2014.05.001

APA

Twomey, K., Chang, F., & Ambridge, B. (2014). Do as I say, not as I do: a lexical distributional account of English locative verb class acquisition. Cognitive Psychology, 73, 41-71. https://doi.org/10.1016/j.cogpsych.2014.05.001

Vancouver

Twomey K, Chang F, Ambridge B. Do as I say, not as I do: a lexical distributional account of English locative verb class acquisition. Cognitive Psychology. 2014 Sept;73:41-71. doi: 10.1016/j.cogpsych.2014.05.001

Author

Twomey, Katherine ; Chang, Franklin ; Ambridge, Ben. / Do as I say, not as I do : a lexical distributional account of English locative verb class acquisition. In: Cognitive Psychology. 2014 ; Vol. 73. pp. 41-71.

Bibtex

@article{a20a582eb0ba41098fd9d0218adc3f41,
title = "Do as I say, not as I do: a lexical distributional account of English locative verb class acquisition",
abstract = "Children overgeneralise verbs to ungrammatical structures early in acquisition, but retreat from these overgeneralisations as they learn semantic verb classes. In a large corpus of English locative utterances (e.g., the woman sprayed water onto the wall/wall with water), we found structural biases which changed over development and which could explain overgeneralisation behaviour. Children and adults had similar verb classes and a correspondence analysis suggested that lexical distributional regularities in the adult input could help to explain the acquisition of these classes. A connectionist model provided an explicit account of how structural biases could be learned over development and how these biases could be reduced by learning verb classes from distributional regularities.",
keywords = "Language acquisition, Verb semantics, Distributional learning, Connectionist modelling, Corpus analysis",
author = "Katherine Twomey and Franklin Chang and Ben Ambridge",
note = "The final, definitive version of this article has been published in the Journal, Developmental Psychology 73, 2014, {\textcopyright} ELSEVIER.",
year = "2014",
month = sep,
doi = "10.1016/j.cogpsych.2014.05.001",
language = "English",
volume = "73",
pages = "41--71",
journal = "Cognitive Psychology",
issn = "0010-0285",
publisher = "Academic Press Inc.",

}

RIS

TY - JOUR

T1 - Do as I say, not as I do

T2 - a lexical distributional account of English locative verb class acquisition

AU - Twomey, Katherine

AU - Chang, Franklin

AU - Ambridge, Ben

N1 - The final, definitive version of this article has been published in the Journal, Developmental Psychology 73, 2014, © ELSEVIER.

PY - 2014/9

Y1 - 2014/9

N2 - Children overgeneralise verbs to ungrammatical structures early in acquisition, but retreat from these overgeneralisations as they learn semantic verb classes. In a large corpus of English locative utterances (e.g., the woman sprayed water onto the wall/wall with water), we found structural biases which changed over development and which could explain overgeneralisation behaviour. Children and adults had similar verb classes and a correspondence analysis suggested that lexical distributional regularities in the adult input could help to explain the acquisition of these classes. A connectionist model provided an explicit account of how structural biases could be learned over development and how these biases could be reduced by learning verb classes from distributional regularities.

AB - Children overgeneralise verbs to ungrammatical structures early in acquisition, but retreat from these overgeneralisations as they learn semantic verb classes. In a large corpus of English locative utterances (e.g., the woman sprayed water onto the wall/wall with water), we found structural biases which changed over development and which could explain overgeneralisation behaviour. Children and adults had similar verb classes and a correspondence analysis suggested that lexical distributional regularities in the adult input could help to explain the acquisition of these classes. A connectionist model provided an explicit account of how structural biases could be learned over development and how these biases could be reduced by learning verb classes from distributional regularities.

KW - Language acquisition

KW - Verb semantics

KW - Distributional learning

KW - Connectionist modelling

KW - Corpus analysis

U2 - 10.1016/j.cogpsych.2014.05.001

DO - 10.1016/j.cogpsych.2014.05.001

M3 - Journal article

VL - 73

SP - 41

EP - 71

JO - Cognitive Psychology

JF - Cognitive Psychology

SN - 0010-0285

ER -