Integrating multiple cues in language ac
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Integrating multiple cues in language ac
1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language acsition:A computational study of early infant speech segmentationMorten H. ChristiansenSouthern Illinois UniversitySuzanne CurtinUniversity of Southern CaliforniaShort title:Multiple Cue Integration in Language AcquisitionAddress for correspondence:Morten H. Christiansen Department of Psychology Sout Integrating multiple cues in language achern Illinois University Mailcode 6502Carbondale. IL 62901-6502 USA+1 618 453-3547 morten@siu.edu2IntroductionConsiderable research in language acquisIntegrating multiple cues in language ac
ition has addressed the extent to which basic aspects of linguistic structure might be identified on the basis of probabilistic cues in caregiver spee1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language aclar, groups of overlapping, partially predictive cues are increasingly attested in research on language development (e.g., Morgan & Demuth. 1996). Such cues tend to be probabilistic and violable. rather than categorical or rule-governed. Importantly, these systems incorporate mechanisms for integrat Integrating multiple cues in language acing different sources of information, including cues that may not be very informative when considered in isolation. We explore the idea that con junctIntegrating multiple cues in language ac
ions of these cues provide evidence about aspects of linguistic structure that is not available from any single source of information, and that this p1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language acof even very low validity, that such combinations of cues are the source of evidence about aspects of linguistic structure that would be opaque to a system insensitive to such combinations, and that these mechanisms are used by children acquiring languages (for a similar view, see Bates & MacWhinney Integrating multiple cues in language ac. 1987). These mechanisms also play a role in skilled language comprehension and are the focus of so-called constraint-based theories of sentence procIntegrating multiple cues in language ac
essing (Cottrell. 1989: MacDonald. Pearlmutter & Seidenberg, 1994: Trueswell & Tanenhaus, 1994) that emphasise the use of probabilistic sources of inf1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language acovides a link between language learning and language processing (Seidenberg, 1997).In the standard learnability approach, language acquisition is viewed in terms of the task of acquiring a grammar (e.g.. Pinker. 1994: Gold. 1967). This type of learning mechanism presents classic learnability issues: Integrating multiple cues in language ac there arc aspects of language for which the input is thought to provide no evidence, and the evidence that does exist tends to be unreliable. FollowiIntegrating multiple cues in language ac
ng Christiansen. Allen & Scidcnbcrg (1998), we propose an alternative view in which language acquisition can be seen as involving several simultaneous1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language accomes, hl the service of this goal the child attends to the linguistic input, picking up different kinds of information, subject to perceptual and attentional constraints. There is a growing body of evidence that as a result of attending to sequential stimuli, both adults and children incidentally e Integrating multiple cues in language acncode statistically salient regularities of the signal (e.g.. Cleeremans. 1993: Saffran. Aslin & Newport. 1996: Saffian. Newport & Aslin. 1996). The cIntegrating multiple cues in language ac
hild's immediate task, then, is to update its representation of these statistical aspects of language. Our claim is that knowledge of other, more cove1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language acs (c.g.. words, phrases, and clauses) emerge from statistical compulations over the regularities induced via the immediate task. On tins view, the acquisition of knowledge about linguistic structures that arc not explicitly marked in the speech signal on the basis of information that is can be seen Integrating multiple cues in language acas a third derived task. We address these issues in the specific context of learning to identify individual words in speech, hl the research reportedIntegrating multiple cues in language ac
below, the immediate task is to encode statistical regularities concerning phonology, lexical stress and utterance4boundaries. The derived task is to 1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language acelling of early infant speech segmentation in connectionist networks trained to integrate multiple probabilistic cues. We first describe past work exploring the segmentation abilities of our model (Allen & Christiansen. 1996; Christiansen, 1998; Christiansen et al.. 1998). Although we concentrate he Integrating multiple cues in language acre on the relevance of combinatorial information to this specific aspect of acquisition, our view is that similar mechanisms are likely to be relevantIntegrating multiple cues in language ac
to other aspects of acquisition and to skilled performance. Next, we present results from three new sets of simulations'. The first simulation involv1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language acnguage acquisition. In the second simulation, we demonstrate the model’s robustness in terms of dealing with noisy input beyond what other segmentation models have been shown capable of dealing with. The third simulation extends the coverage of the model to include recent controversial data on purpo Integrating multiple cues in language acrted rule-learning by infants (Marcus. Vijayan. Rao & Vishton. 1999). Finally, we discuss how multiple cue integration works and how this approach mayIntegrating multiple cues in language ac
be extended beyond speech segmentation.The segmentation problemBefore an infant can even start to leant how to comprehend a spoken utterance, the spe1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language ac involves breaking the continuous speech stream into individual words. Discovering word boundaries is a nontrivial problem as there are no acoustic correlates in fluent speech to the white spaces that separate words in written text. There are however a number of sub-lexical cues which could potentia Integrating multiple cues in language aclly be5integrated in order to discover word boundaries. The segmentation problem therefore provides an appropriate domain for assessing our approach iIntegrating multiple cues in language ac
nsofar as there are many cues to word boundaries, including prosodic and distributional information, none of which is sufficient for solving the task 1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language ac 1978: Marslen-Wilson & Welsh. 1978). More recent accounts hold that adults use segmentation procedures in addition to lexical knowledge (Cutler. 1996). These procedures are likely to differ across languages, and presumably include a variety of sublexical skills. For example, adults tend to make con Integrating multiple cues in language acsistent judgements about possible legal sound combinations that could occur in their native language (Greenburg & Jenkins. 1964). This type of phonotaIntegrating multiple cues in language ac
ctic knowledge may aid in adult segmentation procedures (Jusczyk. 1993). Additionally, evidence from perceptual studies suggests that adults know abou1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language ac the knowledge sources that appear to subsen e segmentation processes in adults seems reasonable since they have neither a lexicon nor knowledge of the phonological or rhythmic regularities underlying the words of the particular language being learned. Therefore, one important developmental question Integrating multiple cues in language ac concerns how the child comes to achieve steady-state adult behaviour. Intuitively, one might posit that children begin to build their lexicon by hearIntegrating multiple cues in language ac
ing words in isolation. A single word strategy whereby children adopted entire utterances as lexical candidates would appear to be viable very early i1To appear in G. Houghton (Ed.), Connections! modelsin cognitive psychology. Hove, U.K.: Psychology Press.Integrating multiple cues in language acquis Integrating multiple cues in language ac many words, such as determiners, will never occur in isolation. Moreover, this strategy is hopelessly underpowered in the face of the increasing6size of utterances directed toward infants as they develop. Instead, the child must develop viable strategies that will allow her to detect utterance inte Integrating multiple cues in language acrnal word boundaries regardless of whether or not the words appear in isolation. A more realistic suggestion is that a bottom-up process exploiting suIntegrating multiple cues in language ac
b-lexical units allows the child to bootstrap the segmentation process. This bottom-up mechanism must be flexible enough to function despite cross-linGọi ngay
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