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- ISBN: 9780262571098 | 0262571099
- Cover: Paperback
- Copyright: 10/13/1994
- Part VI. Procedures for Verb Learning. "Michael R. Brent. Mark Steedman,"
Preface | |
Nature of the mental lexicon Remarks on lexical knowledge | |
Introduction | |
Idioms | |
Idioms are instances of well-formed structures | |
Filmore's examples | |
What rules do idioms obey? | |
Abstract idioms | |
Idioms with instances | |
Formal idioms: Exploited and unexploited avenues | |
Syntactic idioms | |
Paradigms | |
Extensiveness | |
The abstractness of paradigm structure | |
Learning paradigm structure | |
Learning words | |
Learning morphemes | |
Learning subsystems | |
References | |
A preliminary analysis of causative verbs in English | |
Introduction | |
Background: The properties of the alternation | |
Towards an account of the alternation | |
Formulating the linking rules | |
The Unaccusative Hypothesis | |
When can an externally caused verb detransitivize? | |
Why can some internally caused verbs have a causative use? | |
The interaction of directional phrases and transitivity | |
Conclusion | |
References | |
Discovering the word units Segmentation problems, rhythmic solutions | |
Introduction: Using the lexicon in listening to speech | |
Styles of adult-directed speech | |
The infant's speech environment | |
The segmentation problem for adult listeners | |
A solution for English: Rhythmic segmentation | |
Rhythmic segmentation in French and Japanese | |
Limits to rhythmic segmentation | |
Rhythmic segmentation by infants? | |
Prosody and the prelinguistic infant | |
References | |
Domain-general abilities applied to domain-specific tasks: Sensitivity to probabilities in perceptio | |
Introduction | |
The 'statistical' rat | |
Behavioral decisions based on detection of rate information | |
Catching the contingencies | |
Some implications for language learning | |
Objections | |
How to define what's missing? | |
Outcome similarity despite input variability | |
Going beyond idiosyncrasies | |
Probabilistic responses inherent to the use of statistical patterns | |
Contradictory evidence from the domain of human decision making | |
The use of multiple and probabilistic information sources by human beings | |
General sensitivity to frequency information | |
Depth perception | |
Categorization | |
The word superiority effect | |
Probabilistic information and language processing | |
Speech perception | |
Identification of word boundaries | |
Phoneme sequences | |
Syllable cues | |
Prosodic structure | |
Parsing | |
Grammatical category assignments | |
Conclusions | |
References | |
Categorizing the world Does learning a language require the child to reconceptualize the world? | |
Introduction | |
The toddler's mastery of count-mass syntax | |
The composition of the toddler lexicon | |
Toddler sensitivity to noun syntax | |
Words for novel objects and words for non-solid substances | |
Toddlers' understanding of 'a', 'some NOUN_' | |
Younger infants | |
Principles of individuation: Younger infants | |
Principles of numerical identity: Younger infants | |
A major conceptual difference between young infants and adults | |
A few concluding remarks | |
References | |
Explanation, association, and the acquisition of word meaning | |
Introduction | |
The emergence of the concepts-in-theories view of concept structure | |
Hybrid vigor | |
The origins of the hybrid | |
Multiple domains and referentially overlapping ambiguities | |
Explanation-based constraints on concepts and word meanings | |
Conclusions | |
References | |
Categories, words, and language Constraints on word meaning in early language acquisition | |
Introduction | |
Some preliminary considerations | |
The developmental hypothesis | |
Word-learning constraints as default assumptions | |
Are word-learning constraints domain-specific? | |
The taxonomic assumption | |
The taxonomic assumption at the time of the naming explosion | |
Warm-up questions | |
No label condition | |
Novel label condition | |
The whole-object assumption | |
The whole-object assumption at the time of the naming explosion | |
The mutual exclusivity assumption | |
Mutual exclusivity as a guide to a word's referent | |
Mutual exclusivity at the time of the naming explosion | |
Conclusions | |
References | |
The development of an appreciation of specific linkages between linguistic and conceptual organizati... | |
Introduction | |
Solving the inductive problem | |
Overview of the article | |
Describing the phenomenon: The influence of linguistic form class information on object categoriz... | |
Three alternative accounts of the development of an appreciation of linkages between linguistic f... | |
Early development of linkages in toddlers and in preverbal infants | |
Evidence from toddlers: Forced choice procedures | |
Evidence from infants: Novelty-preference procedures | |
Cross-linguistic developmental studies: French and Spanish | |
Cross-linguistic analyses of nouns and members of the predicate system | |
The development of an appreciation of linkages between linguistic and conceptual relations | |
Summary and conclusion | |
References | |
Where's what and what's where: The language of objects in space | |
Objects, places, and language learning | |
Names for object vs. place: Two different kinds of representation | |
How named objects are represented | |
Rigid objects and the shape bias | |
Artifacts, natural kinds, and shape: Influences of perception and knowledge | |
Summary: Object shape and object name | |
How named places are represented | |
The structure of place expressions | |
Lack of object shape in spatial term learning | |
Axes in spatial term learning | |
Some challenges: How much shape, and when? | |
What and Where: Spatial language and spatial cognition | |
The Design of Language Hypothesis: Vocabulary must filter out detail | |
The Design of Spatial Representations Hypothesis: Languages draw on spatial representations of ... | |
Conclusions: Observation, object, and word in first language learning | |
References | |
Possible names: The role of syntax-semantics mappings in the acquisition of nominals | |
Introduction | |
Problems with proposed constraints | |
Description of adult language | |
Description of child language | |
Learning issues | |
Syntax-semantics mappings as a theory of constraints on word learning | |
Lexical categories vs. phrases | |
Count nouns vs. mass nouns | |
Syntax-semantics mappings in young children | |
Arguments against early competence | |
Arguments for early competence | |
Subsuming The Constraints | |
Open Questions | |
Is There Developmental Change? | |
What Is The Nature Of 'Kind Of Individual'? | |
How can these mappings apply prior to the acquisition of overt syntax? | |
Limitations of syntax-semantics mappings | |
Concluding comments | |
References | |
The case of verbs: When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth... | |
Introduction | |
Syntactic supports for verb learning | |
Salient interpretations of the action | |
Experiment | |
Method | |
Subjects | |
Stimuli | |
Procedure | |
Coding and scoring | |
Results | |
Breadth of the hypothesis space | |
Narrowing the hypothesis space by attention to the syntax | |
Semantic biases in the interpretation of verbs | |
The interaction of syntax and semantics | |
The effect of age | |
Summary of the findings | |
An alternative interpretation of the findings | |
Discussion | |
Extraction of linguistic formatives | |
Word-to-world pairing and the acquisition of first nouns | |
Setting the phrase structure, and first verbs | |
Structural information narrows the search space for verb mapping | |
The informativeness of multiple frames | |
The resolving power of frame ranges for verb mapping | |
Documentation of the use of frame ranges in acquisition | |
What semantic clues reside in the syntax? | |
Quirks, provisos, and limitations | |
Language-specific linkages of syntax to semantics | |
Arguments, adjuncts, and phrase boundaries | |
The problem of polysemy | |
Conclusions | |
References | |
How could a child use verb syntax to learn verb semantics? | |
Introduction: The problem of learning words' meanings | |
A novel solution to the word-learning problem | |
What is learned from what: Two preliminary clarifications | |
Linguistically-conveyed semantic content is not the same as syntactic form | |
The term 'syntactic bootstrapping' and the opposition of 'syntactic' and 'semantic' bootstrappi... | |
The negative arguments: Verb meanings can't be learned from observation | |
Arguments directed against 'observation learning' only refute learning by associative pairing | |
Multiply-interpretable events | |
Paired verbs that describe single events | |
The subset problem | |
The poor fit of word to world | |
Semantic properties closed to observation | |
Does a richer system of mental representation hurt or help the child? | |
Problems in understanding observational learning do not constitute evidence for syntactic cuein... | |
Conclusions about Gleitman's arguments against observational learning | |
The positive hypothetical argument: Semantic information in subcategorization frames | |
Verb roots versus verb frames | |
Learning about a verb in a single frame | |
Learning about a verb from its multiple frames | |
Can anything be learned from multiple frames? | |
Experimental evidence on children's learning of verb meanings from verb syntax | |
Hirsh-Pasek et al. (1988) | |
Naigles (1990) | |
Fisher et al. (1994) | |
What experiment would show syntactic cueing of verb semantics? | |
Conclusions | |
References | |
Lexical reconciliation | |
Introduction | |
The linguistics of the lexicon | |
Situations and sentences | |
Reconciliation | |
Conclusion | |
References | |
Procedures for verb learning: Surface cues and robust inference as a basis for the early acquisition of subcategorization frames | |
Introduction | |
The problem | |
Hypotheses | |
Context and methodology | |
Organization | |
Children's resources | |
Function morphemes and names | |
Prosody | |
An implementation | |
Overview | |
Collecting observations | |
Finding verbs | |
Identifying potential complements | |
Determining subcategorization | |
Robust inference | |
Binomial frequency data | |
Estimating the miscue rate | |
Experiment | |
Methods | |
Results | |
Discussion | |
Summary and conclusions | |
Appendix: Error rate estimation | |
References | |
Acquisition of verb categories | |
Introduction | |
Syntax | |
Prosody | |
Semantics | |
Syntactic and semantic 'bootstrapping' | |
References | |
Index | |
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