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Learning grammatical categories from distributional cues: Flexible frames for language acquisition

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Learning grammatical categories from distributional cues: Flexible frames for language acquisition. / St Clair, Michelle C.; Monaghan, Padraic; Christiansen, Morten H.
In: Cognition, Vol. 116, No. 3, 09.2010, p. 341-360.

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

Harvard

St Clair, MC, Monaghan, P & Christiansen, MH 2010, 'Learning grammatical categories from distributional cues: Flexible frames for language acquisition', Cognition, vol. 116, no. 3, pp. 341-360. https://doi.org/10.1016/j.cognition.2010.05.012

APA

St Clair, M. C., Monaghan, P., & Christiansen, M. H. (2010). Learning grammatical categories from distributional cues: Flexible frames for language acquisition. Cognition, 116(3), 341-360. https://doi.org/10.1016/j.cognition.2010.05.012

Vancouver

St Clair MC, Monaghan P, Christiansen MH. Learning grammatical categories from distributional cues: Flexible frames for language acquisition. Cognition. 2010 Sept;116(3):341-360. doi: 10.1016/j.cognition.2010.05.012

Author

St Clair, Michelle C. ; Monaghan, Padraic ; Christiansen, Morten H. / Learning grammatical categories from distributional cues: Flexible frames for language acquisition. In: Cognition. 2010 ; Vol. 116, No. 3. pp. 341-360.

Bibtex

@article{292fc5796e624ad794ca952d1859d841,
title = "Learning grammatical categories from distributional cues: Flexible frames for language acquisition",
abstract = "Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and useable information source for supporting the acquisition of grammatical categories. (C) 2010 Elsevier B.V. All rights reserved.",
keywords = "Language acquisition, Grammatical categorisation, Distributional information, Corpus analysis, Computational modelling, WORD SEGMENTATION, DIRECTED SPEECH, PHONOLOGY, STRESS, GERMAN",
author = "{St Clair}, {Michelle C.} and Padraic Monaghan and Christiansen, {Morten H.}",
year = "2010",
month = sep,
doi = "10.1016/j.cognition.2010.05.012",
language = "English",
volume = "116",
pages = "341--360",
journal = "Cognition",
issn = "0010-0277",
publisher = "Elsevier",
number = "3",

}

RIS

TY - JOUR

T1 - Learning grammatical categories from distributional cues: Flexible frames for language acquisition

AU - St Clair, Michelle C.

AU - Monaghan, Padraic

AU - Christiansen, Morten H.

PY - 2010/9

Y1 - 2010/9

N2 - Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and useable information source for supporting the acquisition of grammatical categories. (C) 2010 Elsevier B.V. All rights reserved.

AB - Numerous distributional cues in the child's environment may potentially assist in language learning, but what cues are useful to the child and when are these cues utilised? We propose that the most useful source of distributional cue is a flexible frame surrounding the word, where the language learner integrates information from the preceding and the succeeding word for grammatical categorisation. In corpus analyses of child-directed speech together with computational models of category acquisition, we show that these flexible frames are computationally advantageous for language learning, as they benefit from the coverage of bigram information across a large proportion of the language environment as well as exploiting the enhanced accuracy of trigram information. Flexible frames are also consistent with the developmental trajectory of children's sensitivity to different sources of distributional information, and they are therefore a useful and useable information source for supporting the acquisition of grammatical categories. (C) 2010 Elsevier B.V. All rights reserved.

KW - Language acquisition

KW - Grammatical categorisation

KW - Distributional information

KW - Corpus analysis

KW - Computational modelling

KW - WORD SEGMENTATION

KW - DIRECTED SPEECH

KW - PHONOLOGY

KW - STRESS

KW - GERMAN

U2 - 10.1016/j.cognition.2010.05.012

DO - 10.1016/j.cognition.2010.05.012

M3 - Journal article

VL - 116

SP - 341

EP - 360

JO - Cognition

JF - Cognition

SN - 0010-0277

IS - 3

ER -