Home > Research > Publications & Outputs > Redundancy And Complementarity In Language And ...

Research

Associated organisational units

Electronic data

View graph of relations

Redundancy And Complementarity In Language And The Environment: How Intermodal Information Is Combined To Constrain Learning

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

Forthcoming

Standard

Redundancy And Complementarity In Language And The Environment: How Intermodal Information Is Combined To Constrain Learning. / Monaghan, Padraic; Murray, Heather; Holz, Heiko.
In: Language Learning, 14.07.2023.

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

Harvard

Monaghan, P, Murray, H & Holz, H 2023, 'Redundancy And Complementarity In Language And The Environment: How Intermodal Information Is Combined To Constrain Learning', Language Learning.

APA

Monaghan, P., Murray, H., & Holz, H. (in press). Redundancy And Complementarity In Language And The Environment: How Intermodal Information Is Combined To Constrain Learning. Language Learning.

Vancouver

Monaghan P, Murray H, Holz H. Redundancy And Complementarity In Language And The Environment: How Intermodal Information Is Combined To Constrain Learning. Language Learning. 2023 Jul 14.

Author

Monaghan, Padraic ; Murray, Heather ; Holz, Heiko. / Redundancy And Complementarity In Language And The Environment : How Intermodal Information Is Combined To Constrain Learning. In: Language Learning. 2023.

Bibtex

@article{2a1e8ba08e224f94a23331bd16c204c3,
title = "Redundancy And Complementarity In Language And The Environment: How Intermodal Information Is Combined To Constrain Learning",
abstract = "To acquire language, learners have to map the language onto the environment, but languages vary in terms of how much information is present within the language to constrain how the sentence relates to the world. We investigated the conditions under which information within the language and the environment is combined for learning. In a cross-situational artificial language learning study, participants listened to transitive sentences and viewed two scenes, and selected which scene was described by the sentence. The language had free word order, and varied in terms of whether or not it contained morphosyntactic information in order to define the subject and object roles of nouns in the sentence. We found that participants were able to learn information about word order and vocabulary from each language, demonstrating that information within the language only was not necessary for learning. Instead, participants can combine constraints from language and environment to support acquisition.",
author = "Padraic Monaghan and Heather Murray and Heiko Holz",
year = "2023",
month = jul,
day = "14",
language = "English",
journal = "Language Learning",
issn = "0023-8333",
publisher = "Wiley",

}

RIS

TY - JOUR

T1 - Redundancy And Complementarity In Language And The Environment

T2 - How Intermodal Information Is Combined To Constrain Learning

AU - Monaghan, Padraic

AU - Murray, Heather

AU - Holz, Heiko

PY - 2023/7/14

Y1 - 2023/7/14

N2 - To acquire language, learners have to map the language onto the environment, but languages vary in terms of how much information is present within the language to constrain how the sentence relates to the world. We investigated the conditions under which information within the language and the environment is combined for learning. In a cross-situational artificial language learning study, participants listened to transitive sentences and viewed two scenes, and selected which scene was described by the sentence. The language had free word order, and varied in terms of whether or not it contained morphosyntactic information in order to define the subject and object roles of nouns in the sentence. We found that participants were able to learn information about word order and vocabulary from each language, demonstrating that information within the language only was not necessary for learning. Instead, participants can combine constraints from language and environment to support acquisition.

AB - To acquire language, learners have to map the language onto the environment, but languages vary in terms of how much information is present within the language to constrain how the sentence relates to the world. We investigated the conditions under which information within the language and the environment is combined for learning. In a cross-situational artificial language learning study, participants listened to transitive sentences and viewed two scenes, and selected which scene was described by the sentence. The language had free word order, and varied in terms of whether or not it contained morphosyntactic information in order to define the subject and object roles of nouns in the sentence. We found that participants were able to learn information about word order and vocabulary from each language, demonstrating that information within the language only was not necessary for learning. Instead, participants can combine constraints from language and environment to support acquisition.

M3 - Journal article

JO - Language Learning

JF - Language Learning

SN - 0023-8333

ER -