Evaluation, use, and refinement of knowledge representations through acquisition modeling

References

• Ambridge, Ben, Julian Pine & Elena Lieven. 2014. Child language acquisition: Why Universal Grammar doesn’t help. Language 90(3). e53–e90.
   Web of Science ®Google Scholar
• Arciuli, Joanne, Padraic Monaghan & Nada Seva. 2010. Learning to assign lexical stress during reading aloud: Corpus, behavioral, and computational investigations. Journal of Memory and Language 63(2). 180–196.
   Web of Science ®Google Scholar
• Baayen, R., R. Piepenbrock, and L. Gulikers. 1995. CELEX2 LDC96L14. https://catalog.ldc.upenn.edu/LDC96L14.
   Google Scholar
• Brent, Michael R. & Jeffrey Mark Siskind. 2001. The role of exposure to isolated words in early vocabulary development. Cognition 81(2). B33–B44.
   PubMed Web of Science ®Google Scholar
• Brown, Roger. 1973. A first language: The early stages. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cassidy, Kimberly & Michael Kelly. 2001. Children’s use of phonology to infer grammatical class in vocabulary learning. Psychonomic Bulletin & Review 8(3). 519–523.
   PubMed Web of Science ®Google Scholar
• Chomsky, Noam. 1965. Aspects of the theory of syntax. Cambridge, MA: The MIT Press.
   Google Scholar
• Chomsky, Noam. 1969. Aspects of the theory of syntax, vol. 11. Cambridge, MA: The MIT Press.
   Google Scholar
• Chomsky, Noam. 1973. Conditions on transformations. In Stephen R. Anderson & Paul Kiparsky (eds.), A Festschrift for Morris Halle, 237–286. New York: Holt, Rinehart, and Winston.
   Google Scholar
• Chomsky, Noam. 1986. Barriers, vol. 13. Cambridge, MA: The MIT Press.
   Google Scholar
• Chomsky, Noam & Morris Halle. 1968. The sound pattern of English. New York: Harper and Row.
   Google Scholar
• Chomsky, Noam & Howard Lasnik. 1995. The theory of principles and parameters. In Noam Chomsky (ed.), The miminalist program, 13–128. Cambridge, MA: The MIT Press.
   Google Scholar
• Cowart, Wayne. 1997. Experimental syntax: Applying objective methods to sentence judgments. Thousand Oaks, CA: Sage.
   Google Scholar
• Crain, Stephen & Janet D. Fodor. 1985. How can grammars help parsers? In David Dowty, Lauri Kartunnen & Arnold Zwicky (eds.), Natural language parsing: Psychological, computational, and theoretical perspectives, 94–128. Cambridge: Cambridge University Press.
   Google Scholar
• Crain, Stephen & Paul Pietroski. 2002. Why language acquisition is a snap. The Linguistic Review 19. 163–183.
   Web of Science ®Google Scholar
• Dresher, B. Elan. 1999. Charting the learning path: Cues to parameter setting. Linguistic Inquiry 30(1). 27–67.
   Web of Science ®Google Scholar
• Echols, Catharine. 1993. A perceptually-based model of children’s earliest productions. Cognition 46(3). 245–296.
   PubMed Web of Science ®Google Scholar
• Frazier, Lyn & Giovanni B. Flores D’Arcais. 1989. Filler driven parsing: A study of gap filling in Dutch. Journal of Memory and Language 28(3). 331–344.
   Web of Science ®Google Scholar
• Gerken, LouAnn. 1994. Young children’s representation of prosodic phonology: Evidence from English-speakers’ weak syllable productions. Journal of Memory and Language 33(1). 19–38.
   Web of Science ®Google Scholar
• Gerken, LouAnn. 1996. Prosodic structure in young children’s language production. Language 72(4). 683–712.
   Web of Science ®Google Scholar
• Halle, Morris & Michael Kenstowicz. 1991. The Free Element Condition and cyclic versus noncyclic stress. Linguistic Inquiry 22. 457–501.
   Web of Science ®Google Scholar
• Halle, Morris & Jean-Roger Vergnaud. 1987. An essay on stress. Cambridge, MA: The MIT Press.
   Google Scholar
• Hammond, Michael. 1999. The phonology of English: A prosodic optimality-theoretic approach. Oxford: Oxford University Press.
   Google Scholar
• Hart, Betty & Todd Risley. 1995. Meaningful differences in the everyday experience of young American children. Baltimore: P. H. Brookes.
   Google Scholar
• Hayes, Bruce. 1982. Extrametricality and English stress. Linguistic Inquiry 13. 215–225.
   Web of Science ®Google Scholar
• Hayes, Bruce. 1995. Metrical stress theory: Principles and case studies. Chicago: University of Chicago Press.
   Google Scholar
• Heinz, Jeffrey. 2016. Computational theories of learning and developmental psycholinguistics. In Jeffrey Lidz, William Synder & Joe Pater (eds.), The Oxford handbook of developmental linguistics, 633–663. Cambridge: Oxford University Press.
   Google Scholar
• Huang, C.-T. James. 1982. Logical relations in Chinese and the theory of grammar. Cambridge, MA: Massachusetts Institute of Technology dissertation.
   Google Scholar
• Kehoe, Margaret. 1998. Support for metrical stress theory in stress acquisition. Clinical Linguistics & Phonetics 12(1). 1–23.
   Web of Science ®Google Scholar
• Keller, Frank. 2000. Gradience in grammar: Experimental and computational aspects of degrees of grammaticality. Edinburgh: University of Edinburgh dissertation.
   Google Scholar
• Kelly, Michael. 1988. Rhythmic alternation and lexical stress differences in English. Cognition 30. 107–137.
   PubMed Web of Science ®Google Scholar
• Kelly, Michael & Kathryn Bock. 1988. Stress in time. Journal of Experimental Psychology 14. 389–403.
   Google Scholar
• Kingsbury, Paul, Stephanie Strassel, Cynthia McLemore & Robert MacIntyre. 1997. CALLHOME American English Lexicon (PRONLEX). https://catalog.ldc.upenn.edu/LDC97L20.
   Google Scholar
• Kiparsky, Paul. 1979. Metrical structure assignment is cyclical. Linguistic Inquiry 10(4). 421–441.
   Google Scholar
• Lasnik, Howard & Mamuro Saito. 1984. On the nature of proper government. Linguistic Inquiry 15. 235–289.
   Web of Science ®Google Scholar
• Legate, Julie & Charles Yang. 2013. Assessing child and adult grammar. In Robert Berwick & Massimo Piatelli-Palmarini (eds.), Rich languages from poor inputs, 168–182. Oxford: Oxford University Press.
   Google Scholar
• Lidz, Jeffrey & Annie Gagliardi. 2015. How nature meets nurture: Universal grammar and statistical learning. Annual Review of Linguistics 1(1). 333–352.
   Web of Science ®Google Scholar
• MacWhinney, Brian. 2000. The CHILDES Project: Tools for analyzing talk. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Marr, David. 1982. Vision. San Francisco: W. H. Freeman.
   Google Scholar
• Osherson, Daniel N., Michael Stob & Scott Weinstein. 1986. Systems that learn: An introduction to learning theory for cognitive and computer scientists. Cambridge, MA: The MIT Press.
   Google Scholar
• Pater, Joe. 2000. Non-uniformity in English secondary stress: The role of ranked and lexically specific constraints. Phonology 17(2). 237–274.
   Google Scholar
• Pearl, Lisa. 2007. Necessary bias in natural language learning. College Park, MD: University of Maryland, College Park dissertation.
   Google Scholar
• Pearl, Lisa. 2009. Learning English metrical phonology: When probability distributions are not enough. In Jean Crawford, Koichi Otaki & Masahiko Takahashi (eds.), Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition, North America [GALANA 2008], 200–211. Somerville, MA: Cascadilla Press.
   Google Scholar
• Pearl, Lisa. 2011. When unbiased probabilistic learning is not enough: Acquiring a parametric system of metrical phonology. Language Acquisition 18(2). 87–120.
   Web of Science ®Google Scholar
• Pearl, Lisa. 2014. Evaluating learning strategy components: Being fair. Language 90(3). e107–e114.
   Google Scholar
• Pearl, Lisa, Timothy Ho & Zephyr Detrano. 2014. More learnable than thou? Testing metrical phonology representations with child-directed speech. In Herman Leung, Zachary O’Hagan, Sarah Bakst, Auburn Lutzross, Jonathan Manker & Nicholas Rolle (eds.), Proceedings of the Berkeley Linguistics Society, 398–422. Berkeley: Berkeley Linguistics Society.
   Google Scholar
• Pearl, Lisa, Timothy Ho & Zephyr Detrano. In press. An argument from acquisition: Comparing English metrical stress representations by how learnable they are from child-directed speech. Language Acquisition.
   Google Scholar
• Pearl, Lisa & Jon Sprouse. 2013a. Syntactic islands and learning biases: Combining experimental syntax and computational modeling to investigate the language acquisition problem. Language Acquisition 20. 19–64.
   Web of Science ®Google Scholar
• Pearl, Lisa & Jon Sprouse. 2013b. Computational models of acquisition for islands. In Jon Sprouse & Norbert Hornstein (eds.), Experimental syntax and islands effects, 109–131. Cambridge: Cambridge University Press.
   Google Scholar
• Pearl, Lisa & Jon Sprouse. 2015. Computational modeling for language acquisition: A tutorial with syntactic islands. Journal of Speech, Language, and Hearing Research 58(3). 740–753.
   PubMed Web of Science ®Google Scholar
• Pettinato, Michèle & Jo Verhoeven. 2008. Production and perception of word stress in children and adolescents with Down syndrome. Down Syndrome Research & Practice 13. 48–61.
   Google Scholar
• Phillips, Colin. 2006. The real-time status of island phenomena. Language 82. 795–823.
   Web of Science ®Google Scholar
• Pinker, Steven. 1979. Formal models of language learning. Cognition 7. 217–283.
   PubMed Web of Science ®Google Scholar
• Prince, Alan & Paul Smolensky. 2002. Optimality theory: Constraint interaction in generative grammar. New Brunswick, NJ: ROA.
   Google Scholar
• Ross, John. 1967. Constraints on variables in syntax. Cambridge, MA: Massachusetts Institute of Technology dissertation.
   Google Scholar
• Schütze, Carson T. 1996. The empirical base of linguistics: Grammaticality judgments and linguistic methodology. Chicago: University of Chicago Press.
   Google Scholar
• Sprouse, Jon. 2009. Revisiting satiation: Evidence for an equalization response strategy. Linguistic Inquiry 40(2). 329–341.
   Web of Science ®Google Scholar
• Sprouse, Jon, Matt Wagers & Colin Phillips. 2012. A test of the relation between working memory capacity and syntactic island effects. Language 88(1). 82–124.
   Web of Science ®Google Scholar
• Suppes, Patrick. 1974. The semantics of children’s language. American Psychologist 29. 103–114.
   Web of Science ®Google Scholar
• Tesar, Bruce & Paul Smolensky. 2000. Learnability and optimality theory. Boston: The MIT Press.
   Google Scholar
• Valian, Virginia. 1991. Syntactic subjects in the early speech of American and Italian children. Cognition 40(1). 21–81.
   PubMed Web of Science ®Google Scholar
• Vapnik, Vladimir. 1992. Principles of risk minimization for learning theory. In J. E. Moody and S. J. Hanson and R. P. Lippmann (eds.), Advances in neural information processing systems, 831–838. Morgan-Kaufmann.
   Google Scholar
• Vapnik, Vladimir. 2013. The nature of statistical learning theory. New York: Springer Science & Business.
   Google Scholar
• Wilson, Michael. 1988. MRC Psycholinguistic Database: Machine-usable dictionary, version 2.00. Behavior Research Methods, Instruments, &Computers 20(1). 6–10.
   Google Scholar
• Yang, Charles. 2005. On productivity. Yearbook of Language Variation 5. 333–370.
   Google Scholar