Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
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TY - GEN
T1 - What distributional information is useful and usable for language acquisition?
AU - Monaghan, Padraic
AU - Christiansen, Morten H.
PY - 2005
Y1 - 2005
N2 - Numerous theories of language acquisition have indicated that distributional information is extremely valuable for assisting the child to learn syntactic categories, yet these theories differ over the type of information that is proposed as useful in acquisition. Mintz (2003) has proposed that children utilize the previous word and the following word (AxB frames) for acquiring categories, whereas Monaghan, Chater, and Christiansen (submitted) have suggested that information about the previous word alone provides a rich source of data for categorization. In three modeling experiments we found that bigrams were better than fixed AxB frames for learning syntactic categories in a corpus of child-directed speech. However, presentation of the preceding and succeeding words when these can be processed separately resulted in better learning than presenting the preceding word alone, and also improved performance over presenting the previous two words.
AB - Numerous theories of language acquisition have indicated that distributional information is extremely valuable for assisting the child to learn syntactic categories, yet these theories differ over the type of information that is proposed as useful in acquisition. Mintz (2003) has proposed that children utilize the previous word and the following word (AxB frames) for acquiring categories, whereas Monaghan, Chater, and Christiansen (submitted) have suggested that information about the previous word alone provides a rich source of data for categorization. In three modeling experiments we found that bigrams were better than fixed AxB frames for learning syntactic categories in a corpus of child-directed speech. However, presentation of the preceding and succeeding words when these can be processed separately resulted in better learning than presenting the preceding word alone, and also improved performance over presenting the previous two words.
KW - CATEGORIES
KW - CUE
M3 - Conference contribution/Paper
SN - 9780805854640
SN - 0805854649
SP - 963
EP - 968
BT - Proceedings of the twenty-sixth annual conference of the Cognitive Science Society. : August 4-7 2004, Chicago, Illinois
A2 - Forbus, K
A2 - Gentner, D
A2 - Regier, T
PB - LAWRENCE ERLBAUM ASSOC PUBL
CY - MAHWAH
T2 - 26th Annual Conference of the Cognitive-Science-Society
Y2 - 4 August 2004 through 7 August 2004
ER -