The differential role of phonological and distributional cues in grammatical categorisation (2)
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The differential role of phonological and distributional cues in grammatical categorisation (2)
ELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)l and distributional cues in grammatical categorisation Padraic Monaghan®**, Nick Chater®’b, Morten H. Christiansen1“Department oj Psychology, University oj Warwick, Coventry C.V4 7At, UK“institute for Applied Cognitive Science. University of Warwick. Coventry CV4 7AL. UK 'Department of Psychology. The differential role of phonological and distributional cues in grammatical categorisation (2)Cornell University. Ithaca. AT 14853. USAReceived 30 April 2003: revised 9 January 2004: accepted 13 September 2004AbstractRecognising the grammaticalThe differential role of phonological and distributional cues in grammatical categorisation (2)
categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of theELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)e value of phonological and distributional cues has not. with very few exceptions, hcen empirically assessed. 'Illis paper presents a series of analyses of phonological cues and distributional cues and their potential for distinguishing grammatical categories of words in corpus analyses, The corpus The differential role of phonological and distributional cues in grammatical categorisation (2)analyses indicated that phonological cues were more reliable for less frequent words, whereas distributional information was most valuable for high frThe differential role of phonological and distributional cues in grammatical categorisation (2)
equency words. We tested this prediction in an artificial language learning experiment, where the distributional and phonological cues of categories oELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)hereas for low-frequency words there was more reliance on phonological cues. Hie results indicate that phonological and distributional cues contribute differentially towards grammatical categorisation.£' 2004 Elsevier B.v. All rights reserved.Keywords: Language acquisition; Syntactic categorization; The differential role of phonological and distributional cues in grammatical categorisation (2) Phonological cues: Distributional information♦Corresponding author. Address: Department of Psychology. University of York. York YO10 5DD. UK. Tel.: +The differential role of phonological and distributional cues in grammatical categorisation (2)
44 1904 432885; fax: +44 1904 433181.E-mail address: pjm2i@york.ac.uk (P. Monaghan).0022-2860/S - sec front matter £> 2004 Elsevier B.v. All rights reELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)nces is that the language learner derives a knowledge of the different grammatical categories and the relations between them. Knowing the category of a word is also a precursor to understanding referents in other's speech. Given the importance of this knowledge in language acquisition it is not surp The differential role of phonological and distributional cues in grammatical categorisation (2)rising that so much debate has centred on this issue, particularly over how grammatical category information is attained. Al one level, discussions haThe differential role of phonological and distributional cues in grammatical categorisation (2)
ve concerned whether the categories themselves are innate (Pinker. 1984). or can be learned (though it is. of course, agreed that assignment of lexicaELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)child in order to learn such categories. Explanations have been offered that invoke the importance of semantic (Bowerman. 1973; Macnamara. 1972). phonological (Kelly. 1992). and distributional (Harris. 1951) cues in the learning process. These have been reviewed in detail elsewhere and so we do not The differential role of phonological and distributional cues in grammatical categorisation (2)consider them at length here (Christiansen. Allen. ÍÍ Seidenberg, 1998; Christiansen & Dale. 2001: Mint/. Newport, & never, 2(X)2: Redington & (’halerThe differential role of phonological and distributional cues in grammatical categorisation (2)
. 1998). Several studies have explored the potential value of using one type of cue, either phonological or distributional, yet the benefits of integrELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)ese different modalities of cues, employing corpus analyses of child directed speech and an artificial language learning experiment.2Cues for grammatical categorisationThere are numerous studies that have assessed phonological and distributional information in determining the grammatical category of The differential role of phonological and distributional cues in grammatical categorisation (2) words. We review these in turn.2.1.Phonological cues in grammatical categorisationSeveral studies have indicated that phonological cues are either usThe differential role of phonological and distributional cues in grammatical categorisation (2)
eful or used for grammatical categorisation. Studies investigating the potential usefulness of phonological cues have typically consulted corpora to iELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)logical properties al each of three levels: the word level, the syllable level, and the phoneme level. We located 16 such cues tn the literature. As these cues form the basis of our phonological corpus analyses, we report our encoding scheme for each cue in parentheses.At the word level:1Length in p The differential role of phonological and distributional cues in grammatical categorisation (2)honemes: open class words arc generally longer than closed class words (Morgan. Shi. & Allopcnna. 1996). and nouns arc generally longer than verbs (KeThe differential role of phonological and distributional cues in grammatical categorisation (2)
lly. 1992). (In our scoring scheme, we counted the number of phonemes in each word.)2Length in syllables: closed class words have a minimal number of ELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)2145Morgan et al’s (1996) theory of perceptual minimality in closed class words. Also, nouns have more syllables than verbs (Kelly. 1992). (We counted the number of syllables in each word.)3Presence of stress: words with no stress arc more likely to be closed class than open class (Glcitman & Wanner The differential role of phonological and distributional cues in grammatical categorisation (2). 1982). (Words that were not stressed scored 1 and all words with stress scored 0.)4Position of stress: words with iambic stress (stress on second syThe differential role of phonological and distributional cues in grammatical categorisation (2)
llable) are more likely to be verbs, whereas words with trochaic stress (first syllable stress) are more likely to be nouns. From an assessment of .30ELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)ess were verbs (Kelly & Bock. 1988). (In our scoring scheme, words scored 0 if they had no stress. I if primary stress was on the first syllabic. 2 if primary' stress was on the second syllabic, and 3 if primary' stress occurred later in the word).At the syllable level:5Onset complexity: open class The differential role of phonological and distributional cues in grammatical categorisation (2)words are more likely Io have consonant clusters in the onset than closed class words (Shi, Morgan, &. Allopenna, 1998). (We counted the complexity ofThe differential role of phonological and distributional cues in grammatical categorisation (2)
the onset in terms of number of consonants it contained from 0 (for words beginning with a vowel), to 3 (c.g. /su-)6Word complexity: open class wordsELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonological The differential role of phonological and distributional cues in grammatical categorisation (2)>|K>rlion of the phonemes that were consonants in each word.)7Proportion of reduced vowels: closed class words are more likely than open class words Io apfiear in reduced form (Culler, 199.3). (For each word, we counted the proportion of the syllables in each word that were pronounced cither as /o/o The differential role of phonological and distributional cues in grammatical categorisation (2)r were syllabic consonants (c.g. the /1/ in bottle). Words with no vowels took a value of 1.)ELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonologicalELSEVIERAvailable online at www.scieocedirecuomCOGNITIONCognition 96(2005) 143-182WWW .else vicr.com/kKatc/COGNlTThe differential role of phonologicalGọi ngay
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