Pinker, S. (1984). Language Learnability and Language Development. Cognitive Science Series. Cambridge, MA: Harvard University Press.  Home/Search   Document Not in Database   Summary   Related Articles   Check

.... The focus here is on the learnability results; this paper is part of a larger research project intended to show the feasibility of a particular implementation within the type logical framework of the psycholinguistic hypothesis that human languages can be learned via semantic bootstrapping [14]. 2 Type logical grammar Definition 2.1 A type logical grammar can be defined as a triple G = V G , I G , RG ) such that: i) VG , the vocabulary of G, is a non empty finite set; ii) I G , the lexicon of G, is a function which to each v VG assigns a finite set of types; iii) RG , the ....

....= # I G (sings) # s I G (loves) # s) # I G (John) # I G (a) # # I G(man) # I G (sees) # s) # It should be noted that this implementation of semantic bootstrapping uses much less information than has frequently been considered in such efforts. The basic requirements of Pinker s [14] proposal for a bootstrapping procedure include the Canonical Structure Realization, through which the syntactic realization of known semantic categories is provided as a part of innate Universal Grammar. This requires the would be semantic bootstrapper to already know the system of semantic ....

Pinker, S., "Language Learnability and Language Development," Harvard University Press, Cambridge, MA, 1984.

....now, and the child can observe the context and guess what the speaker might have meant. In fact, many models of language acquisition assume that the input the child receives consists not only of the sentence, but also of a representation of the meaning of the sentence ( Wexler and Culicover 1980] [Pinker 1984], Berwick 1985] Briscoe 1999] among others) How much of the context surrounding the hearing of a sentence is used by children is an open question. Besides, as Landau and Gleitman [1985] observe, blind children have a severely limited access to non linguistic aspects of the world, but they ....

Pinker, S. Language Learnability and Language Development. Harvard University Press, 1984.

....it could easily be forgotten. The value set for the forgetting threshold determines the minimum frequency of required repetition. 6) Minimum Understanding Threshold: One might want to assume that the first utterances of human languages were guaranteed some minimum level of understanding [1] [20]. An optimist might even claim that the language constructed from the very first utterances benefitted from perfect understanding of those utterances. Our own view is extremely negative on this point. However, the system nonetheless allows this assumption to be paramaterized. The effects are ....

Steven Pinker, Language Learnability and Language Development, Harvard University Press, 1996.

....represents a first step towards semantically grounded syntax acquisition. This method of linking early lexical learning to syntax acquisition is closely related to the semantic bootstrapping hypothesis which posits that language learners use seman tic categories to seed syntactic categories [35], 36] Accord ing to this theory, perceptually accessible categories such as objects and actions seed the syntactic classes of nouns and verbs. Once these seed categories have been established, input utterances are used to deduce phrase structure in combination with constraints from other innate ....

S. Pinker, Language learnability and language development, Harvard University Press, Cambridge, MA, 1984.

....language structures in which various words appear. If there is a correlation between meanings and a range of syntactic structures, the meaning (or some components of the meaning) of an unknown word can be predicted when it appears in a familiar structure. Semantic bootstrapping (Grimshaw, 1981; Pinker, 1984) is in some ways a mirror image of the syntactic bootstrapping proposal, where syntax is acquired with help from semantics. This is the hypothesis that children exploit mappings or linking rules from cognition to syntax to acquire grammatical categories. These linking rules are innately specified ....

....seems to have developed an ability to use the syntactic context to predict a component of the meaning of a novel word. Semantic Bootstrapping Semantic bootstrapping can be viewed as a proposal complementary to the semantic bootstrapping hypothesis. Originally developed by Grimshaw (1981) and Pinker (1984), in this procedure children first learn meanings of words by observing their real world contingencies. Then innate linking or mapping rules are invoked which specify the structures that the word might be used in. Later on, the term semantic bootstrapping has also been used for the idea that the ....

Pinker, S. (1984). Language Learnability and Language Development. Cambridge, MA: Harvard University Press.

....two unresolved issues in this debate, because they will be addressed here. The first issue is feedback. A well known fact in language acquisition is that children do not rely on feedback on their own production of language (at least with respect to syntax) simply because they do not receive any (Pinker, 1984). Although this problem is addressed by some modelers (e.g. Plunkett Juola, 1999) its resolution is not entirely satisfactory: the assumption is that learning takes place while children perceive past tenses, and not while they actually produce past tenses. This idea is at odds with the picture ....

Pinker, S. (1984). Language learnability and language development.

....represents a first step towards semantically grounded syntax acquisition. This method of linking early lexical learning to syntax acquisition is closely related to the semantic bootstrapping hypothesis which posits that language learners use semantic categories to seed syntactic categories [12, 7]. According to this theory, perceptually accessible categories such Situation Aware Spoken Language Processing: Roy as objects and actions seed the syntactic classes of nouns and verbs. Once these seed categories have been established, input utterances are used to deduce phrase structure in ....

S. Pinker. Language learnability and language development. Harvard University Press, Cambridge, MA, 1984.

....a child encounters linguistic data in the context of situations that the child can, to some degree, perceive and conceptualize. The situational contexts in which linguistic utterances are encountered are widely thought to provide powerful semantic constraints on the learning process (see Pinker, 1984). Indeed, there is significant evidence that humans cannot learn even moderately simple context free languages in the absence of accompanying semantic information (cf. Moeser and Bregman, 1973) For these reasons, researchers in language acquisition have often assumed that the learning agent ....

....language acquisition have often assumed that the learning agent (whether human or artificial) frequently manages to guess the speaker s intended meaning, thereby ensuring that some semantic information is available. Examples of systems which embody this assumption can be found in Anderson (1977) Pinker (1984), and St. John and McClelland (1990) Now, although perceived semantic information certainly assists the learning process, acquisition of the active passive voice distinction poses an interesting challenge. For, the distinction itself is not to be found in the external situations which a child ....

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Pinker, S. (1984). Language learnability and language development.

.... group verbs by semantic structure (Levin and Rappaport Hovav, 1995) In contrast to semantic content the idiosyncratic aspect of verb meaning semantic structure determines syntactic patterning within and across languages (Dorr and Oard, 1998; Dorr and Katsova, 1998; Grimshaw, 1993; Pinker, 1984; Pinker, 1989) Most importantly for our system, the thematic grid or set of grids assigned to a verb class maps directly into interlingual LCS structures (Dorr et al. 1995) Both parsing and semantic analysis key off the thematic structure of the verb, covering as much of the source language ....

Pinker, S. (1984). Language Learnability and Language Development. MIT Press, Cambridge, MA.

....view, there only needs to be one basic epigenetic mechanism for the acquisition of language which is semantic in nature. This mechanism is founded in the capacity of the brain to categorize in an expanding time window. This suggestion relates to the hypothesis of semantic bootstrapping proposed by [Pinker 1984]. The basic distinction between syntax and semantics, which has been the foundation of modern linguistics, can be dropped. Syntax is acquired by interacting in a linguistic environment: it arises out of semantics. In [Verschure, 1994] a further generalization of the principles expressed in DAC ....

Pinker S.: Language Learnability and Language Development, Cambridge, MA: Harvard University Press, 1984.

.... group verbs by semantic structure (Levin and Rappaport Hovav, 1995) In contrast to semantic content the idiosyncratic aspect of verb meaning semantic structure determines syntactic patterning within and across languages (Dorr and Oard, 1998; Dorr and Katsova, 1998; Grimshaw, 1993; Pinker, 1984; Pinker, 1989) Most importantly for our system, the thematic grid or set of grids assigned to a verb class maps directly into interlingual LCS structures (Dorr et al. 1995) In our system, both parsing and semantic analysis key off the thematic structure of the verb, covering as much of the ....

Pinker, S. (1984). Language Learnability and Language Development. MIT Press, Cambridge, MA.

....basic fact that children acquire their language (Chomsky, 1965; Wexler Culicover, 1980) while psychologists and psycholinguists are concerned, in detail, with how an acquisition mechanism substantiates and predicts empirically testable phenomena of child language acquisition. MacWhinney, 1987; Pinker, 1984). My goals are much more limited than either the best algorithm or the most precise psychological model; in fact I scrupulously avoid any strong claims of algorithmic efficiency, or of neural or psychological plausibility for this initial work. I take as a central research question for ....

Pinker, S. (1984). Language Learnability and Language Development. Cambridge: Harvard University Press.

.... group verbs by semantic structure [ Levin and Hovav, 1995 ] In contrast to semantic content, a term used to label idiosyncratic aspects of verb meaning, semantic structure is important in determining syntactic patterning within and across languages [ Dorr and Oard, 1998, Grimshaw, 1993, Pinker, 1984, Pinker, 1989 ] 3 Verb Selection The assignment of thematic grids is one step in the creation of a lexicon from a large (600k entries) machine readable Chinese English dictionary. The dictionary was compiled by hand, by the ChineseEnglish Translation Assistance (CETA) group from some 250 ....

Steven Pinker. Language Learnability and Language Development. MIT Press, Cambridge, MA, 1984.

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Pinker, S. (1984). Language Learnability and Language Development. Cognitive Science Series. Cambridge, MA: Harvard University Press.

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Pinker, S. (1984) Language learnability and language development. Cambridge, MA: Harvard University Press.

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Pinker, S. (1984). Language learnability and language development, Cambridge, MA, USA: Harvard University Press.

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Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press. Prince, E. F. (1981). Toward a taxonomy of given-new information. In P. Cole (Ed.), Radical pragmatics (pp. 223--256). New York: Academic Press.

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Pinker, S. 1984. Language Learnability and Language Development, Cambridge, MA, USA: Harvard University Press.

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Pinker, S. (1984). Language learnability and language development. Harvard University Press: Cambridge, MA. Radford, A. (1990). Syntactic theory and the acquisition of English syntax. Cambridge, MA: Blackwell.

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S. Pinker. Language Learnability and Language Development. Harvard University Press, Cambridge, MA, 1984.

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S. Pinker. Language Learnability and Language Development. Harvard University Press, Cambridge MA, 1984.

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Pinker, S., \Language Learnability and Language Development," Harvard University Press, Cambridge, MA, 1984.

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Pinker, S., Language learnability and language development. 1984, Cambridge, MA: Harvard University Press.

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Pinker S. 1984. Language Learnability and Language Development, MIT Press.

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Cognition 7: 217-283. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press.

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