Formal models of language learning
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Formal models of language learning
Cognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning iversityAbstractResearch is reviewed that addresses itself to human language learning by developing precise, mechanistic models that are capable in principle of acquiring languages on the basis of exposure to linguistic data. Such research includes theorems on language learnability from mathematical Formal models of language learning linguistics, computer models of language acquisition from cognitive simulation and artificial intelligence, and models of transformational grammar acFormal models of language learning
quisition from theoretical linguistics. It is argued that such research bears strongly on major issues in developmental psycholinguistics, in particulCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning eech addressed to children.I. IntroductionHow children learn to speak is one of the most important problems in the cognitive sciences, a problem both inherently interesting and scientifically promising. It is interesting because it is a species of the puzzle of induction: how humans arc capable of f Formal models of language learning orming valid generalizations on the basis of a finite number of observations. In this case, the generalizations are those that allow one to speak andFormal models of language learning
understand the language of one’s community, and are based on a finite amount of speech heard in the first few years of life. And language acquisition Cognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning ancy Etcoff, Kenji Hakuta, Reid Hastie, Stephen Kosslyn, Peter Kugel, John Macnamara, Robert Matthews, Laurence Miller, Dan Slobin, and an anonymous reviewer for theữ helpful comments on earlier drafts of this paper. Preparation of this paper was supported in part by funds from the Department of Psy Formal models of language learning chology and Social Relations, Harvard University; the author was supported by NRC and NSERC Canada Postgraduate Scholarships and by a Frank Knox MemorFormal models of language learning
ial Fellowship.••Reprints may be obtained from the author, who is now at the Center for Cognitive Science, Massa-218 Steven Pinkerpuzzle, promising toCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning anguage learning will have to meet an unusually rich set of empirical conditions. The theory will have to account for the fact that all normal children succeed at learning language, and will have to be consistent with our knowledge of what language is and of which stages (he child passes through in Formal models of language learning learning it.It is instructive to spell out these conditions one by one and examine the progress that has been made in meeting them. First, since all nFormal models of language learning
ormal children learn the language of their community, a viable theory will have to posit mechanisms powerful enough to acquire a natural language. ThiCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning hem nonetheless, unlike chess, calculus, and other complex cognitive skills. Let US say that a theory that can account for the fact that languages can be learned in the first place has met the Learnability Condition. Second, the theory should not account for the child’s success by positing mechanism Formal models of language learning s narrowly adapted to the acquisition of a particular language. For example, a theory positing an innate grammar for English would fail to meet this cFormal models of language learning
riterion, which can be called the Equipotentiality Condition. Third, the mechanisms of a viable theory must allow the child to learn his language withCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning ust not require as input types of information or amounts of information that arc unavailable to the child. Let US call these the Time and Input Conditions, respectively. Fifth, the theory should make predictions about the intermediate stages of acquisition that agree with empirical findings in the s Formal models of language learning tudy of child language. Sixth, the mechanisms described by the theory should not be wildly inconsistent with what is known about the cognitive facultiFormal models of language learning
es of the child, such as the perceptual discriminations he can make, his conceptual abilities, his memory, attention, and so forth. These can be calleCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning n addresses itself to, all six conditions. Research in psychology has by and large focused on the last three, the Input, Developmental, and Cognitive Conditions, with much of the research directed toward further specifying or articulating the conditions themselves. For example, there has been resear Formal models of language learning ch on the nature of the speech available to children learning language (sec Snow and Ferguson, 1977), on the nature of children’s early word combinatiFormal models of language learning
ons (c.g., Braine, 1963), and on similarities between linguistic and cognitive abilities at various ages (e.g., Sinclair-de Zwart, 1969). Less often.FCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning ess of parental speech to children (e.g., Newport, Gleitman, and Gleitman, 1977), the reasons that words are put together the way they are in the first sentences (e.g., Brown, 1973; Schlesinger, 1971), and the ways that cognitive development interacts with linguistic development (e.g., Slobin, 1973) Formal models of language learning . Research in linguistics that has addressed itself to language learning at all has articulated the Equipotentiality Condition, trying to distinguishFormal models of language learning
the kinds of properties that are universal from those that arc found only in particular languages (e.g., Chomsky, 1965, 1973).In contrast, the attemptCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning uted to everything from “innate schematisms’’ to “general multipurpose learning strategies”; it has been described as a mere by-product of cognitive development, of perceptual development, of motor development, or of social development; it has been said to draw on “input regularities”, “semantic rel Formal models of language learning ations”, “perceived intentions”, “formal causality”, “pragmatic knowledge”, “action schemas”, and so on. Whether the mechanisms implicated by a particFormal models of language learning
ular theory are adequate to the task of learning human languages is usually left unanswered.There arc, however, several bodies of research that addresCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning guages, and with which types of input. A body of research called Grammatical Induction, which has grown out of mathematical linguistics and the theory of computation, treats languages as formal objects and tries to prove theorems about when it is possible, in principle, to learn a language on the ba Formal models of language learning sis of a set of sentences of the language. A second body of research, which has grown out of artificial intelligence and cognitive simulation, consistFormal models of language learning
s of attempts to program computers to acquire languages and/or to simulate human language acquisition. In a third research effort, which has grown outCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning e bodies of research are seldom cited in the psychological literature, and researchers in developmental psycholinguistics for the most part (io not seem to be familiar with them. The present paper is an attempt to remedy this situation. I will try to give a critical review of these formal models of Formal models of language learning language acquisition, focusing on their relevance to human language learning.There are two reasons why formal models of language learning are likely tFormal models of language learning
o contribute to our understanding of how children learn to speak, even if nnnp nf thpI will dicruec Cilticfipc oil mir CÍY rrifprin Lirct nf nil220 StCognition, 1 (1979) 217-283©Elsevier Sequoia S.A., Lausanne - Printed in the NetherlandsFormal models of language learning*STEVEN PINKER** Harvard Uni Formal models of language learning ly viable theory than one that is able to describe the course of language acquisition, which has been the traditional focus of developmental psycholinguistics. As the reader shall see, the Learnability criterion is extraordinarily stringent, and it becomes quite obvious when a theory cannot pass it. Formal models of language learning On the other hand, theories concerning the mechanisms responsible for child language per se arc notoriously underdetermined by the child’s observableFormal models of language learning
linguistic behavior. This is because the child’s knowledge, motivation, memory, and perceptual, motor, and social skills are developing at the same tGọi ngay
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