Connectionist explorations of multiple cue integration in syntax acquisition
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Connectionist explorations of multiple cue integration in syntax acquisition
161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionRick Dale, and Florencio RealiAmong the many feats of learning that children showcase in their development, syntactic abilities appear long before many other skills, such as riding bikes, tying shoes, or playing a musical instrument. This is achieved with little or no direct instruction, making it b Connectionist explorations of multiple cue integration in syntax acquisitionoth impressive and even puzzling, because mastering natural language syntax IS one of the most difficult learning tasks that humans face. One reason fConnectionist explorations of multiple cue integration in syntax acquisition
or this difficulty is a “chicken-and-egg” problem involved ill acquiring syntax. Syntactic knowledge can be characterized by constraints governing the161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionhe grammatical categories in terms of which they are defined: and the validity of grammatical categories depends on how they support those same syntactic constraints. A similar "bootstrapping” problem faces a student learning an academic subject such as physics: understanding momentum or force presu Connectionist explorations of multiple cue integration in syntax acquisitionpposes some understanding of the physical laws in which they figure; yet these laws presuppose these very concepts. The bootstrapping problem solved bConnectionist explorations of multiple cue integration in syntax acquisition
y very young children seems much more daunting, both because the constraints governing natural language are so intricate, and because these children d161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionhing feat of language acquisition remains a key question in cognitive science.163By 12 months. infants arc attuned to the phonological and prosodic regularities of their native language (Jusczyk. 1997; Kuhl. 1999). Tins perceptual attunement may provide an essential scaffolding for later learning by Connectionist explorations of multiple cue integration in syntax acquisition biasing children toward aspects of language input that arc particularly informative for acquiring grammatical knowledge. In this chapter, we hypothesConnectionist explorations of multiple cue integration in syntax acquisition
ize dial integrating multiple probabilistic cues (phonological, prosodic, and distributional) by pencepmally attuned general-purpose learning mechanis161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisition that is unavailable from any single source of information.Ill the remainder of this chapter, we first review empirical evidence suggesting that infants may use a combination of phonological, prosodic, and distributional cues to bootstrap into syntax. We then report a series of simulations demonstra Connectionist explorations of multiple cue integration in syntax acquisitionting the computational efficacy of multiple-cue integration within a connectionist framework (for modeling of other aspects of cognitive development,Connectionist explorations of multiple cue integration in syntax acquisition
see the chapter by ^lareschal & Westermann. this volume). Simulation 1 shows how multiple-cue integration results in better, faster, and more uniform 161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionyear olds (Shady & Gerken. 1999). Simulation 3 uses an idealized representation of prenatal exposure to gross level phonological and prosodic cues, leading to facilitation of postnatal learning of syntax by the model, simulation 4 demonstrates that adding additional distracting cues, irrelevant to t Connectionist explorations of multiple cue integration in syntax acquisitionhe syntactic acquisition task, does not hinder learning. 1 inally, simulation 5 scales up these initial simulations, showing, that connectionist modelConnectionist explorations of multiple cue integration in syntax acquisition
s can acquire aspects of syntactic structure from cues present in actual child-directed speech.164THE NEED FOR MULTIPLE LANGUAGE-INTERNAL CUESIn this 161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionstraints in the form of linguistic universals may be available to discover to which grammatical category a word belongs, and how they function in syntactic rules. Second, language-external information, concerning obsen ed semantic relationships between language and the world, could help map individu Connectionist explorations of multiple cue integration in syntax acquisitional words onto their grammatical function Finally, language-internal information, such as aspects of phonological, prosodic, and distributional patternConnectionist explorations of multiple cue integration in syntax acquisition
s, may indicate the relation of various parts of language to each other, thus bootstrapping the child into the realm of syntactic relations. We discus161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionnnate constraints likely play a role in language acquisition, they cannot solve the bootstrapping problem. Even with genetically prescribed abstract knowledge of grammatical categories and syntactic rules (e g.. Pinker. 1984). the problem remains: Innate knowledge requires building 111 universal map Connectionist explorations of multiple cue integration in syntax acquisitionpings across languages, but the relationships between words and grammatical categories clearly differ cross-linguistically (e.g.. the sound /su/ is aConnectionist explorations of multiple cue integration in syntax acquisition
noun ill French (sou) but a verb in English (sue)). Even with rich innate knowledge, children still must assign sound sequences to appropriate grammat161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionental evidence has accumulated, suggesting that children do not initially use abstract linguistic categories. Instead, they seem to employ words at first as concrete individuals (rather than instances of abstract kinds), thereby challenging the usefulness of hypothesized innate grammatical categorie Connectionist explorations of multiple cue integration in syntax acquisitions (Tomasello. 2000). Whether we grant the presence of extensive innate165knowledge or not. it seems clear that other sources of information are necessConnectionist explorations of multiple cue integration in syntax acquisition
ary to solve the bootstrapping problem.Language-external information, such as correlations between the environment and semantic categories, may contri161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitionthat have no semantic basis (e.g.. gender 111 French Karmiloff-Smith, 1979), semantics cannot be the only source of information involved in solving the bootstrapping problem. Other sources of language-external constraints include cultural learning, indicated by a child's imitation of linguistic form Connectionist explorations of multiple cue integration in syntax acquisitions in socially conventional contexts (Tomasello, Kruger & Ratner. 1993). For example, a child may perceive that the idiom "John let the cat out of theConnectionist explorations of multiple cue integration in syntax acquisition
bag,” used in the appropriate context, means that John has revealed some sort of secret, and not that he released a feline from captivity. Despite bot161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitioning must be coupled with language-internal information.We do not challenge the important role that the two foregoing sources of information play in language acquisition. We would argue, however, that language-internal information is fundamental to bootstrapping the child into syntax. Because languag Connectionist explorations of multiple cue integration in syntax acquisitione-internal input is rich in potential cues to linguistic structure, we offer a requisite feature of this information for syntax acquisition: Cues mayConnectionist explorations of multiple cue integration in syntax acquisition
only be partially reliable individually, and a learner must integrate an array of these cues to solve the bootstrapping problem. For example, a learne161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitione. Likewise, although speakers tend to pause at syntactic phrase boundaries in a sentence, pauses also occur elsewhere during normal language166production. And although it is a good distributional bet that the definite article the will precede a noun, so might adjectives, such as silly. The child th Connectionist explorations of multiple cue integration in syntax acquisitionerefore needs to integrate a great diversity of probabilistic cues to language structure. Fortunately, as we review in the next section, there is nowConnectionist explorations of multiple cue integration in syntax acquisition
extensive evidence that multiple probabilistic cues are available 111 language-internal input, that children are sensitive to them, and that they faci161PART IIWords, Language, and Music162Chapter 5 Connectionist Explorations of Multiple-Cue Integration in Syntax AcquisitionMorlen H. Christiansen, R Connectionist explorations of multiple cue integration in syntax acquisitioncal, prosodic, and distributional.Phonological information includes stress, vowel quality, and duration, and may help distinguish grammatical function words (e.g., determiners, prepositions, and conjunctions) from content words (nouns, verbs, adjectives, and adverbs) in English (e g.. Cutler. 1993. Connectionist explorations of multiple cue integration in syntax acquisitionGleitman & Wanner. 1982; Monaghan. Chater & Christiansen. 2005; Monaghan. Christiansen & Chater. 2007: Morgan. Shi. & Allopenna. 1996: Shi. Morgan, &Connectionist explorations of multiple cue integration in syntax acquisition
Allopenna, 1998). Phonological information may also help separate nouns and verbs (Monaghan. Chater. & Christiansen. 2005; Monaghan. Christiansen. & CGọi ngay
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