Syntactic Islands and Learning Biases: Combining Experimental Syntax and Computational Modeling to Investigate the Language Acquisition Problem
Syntactic Islands and Learning Biases: Combining Experimental Syntax and Computational Modeling to Investigate the Language Acquisition Problem
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句法孤岛和学习偏差：结合实验句法和计算模型来研究语言习得问题
DOI：
10.1080/10489223.2012.738742
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发表时间：
2013
影响因子：
1.2
通讯作者：
Jon Sprouse
中科院分区：
文献类型：
--
作者：
Lisa Pearl;Jon Sprouse
语言学习者面临的归纳问题在关于人类大脑中存在的学习偏见类型的辩论中发挥了核心作用。许多语言学家认为，解决这些语言归纳问题所必需的一些学习偏见必须是先天的和语言特定的（即，普遍语法（Universal Grammar，UG）。虽然最近有几个备受瞩目的研究不同的语言现象的必要的学习偏见类型，普遍语法假设仍然是占主导地位的假设，一大部分的语言学家，由于缺乏研究解决生成语言学的中心现象。为了解决这个问题，我们专注于如何学习长距离依赖的约束，也称为语法岛约束。我们使用正式的可接受性判断数据，以确定目标状态的学习句法岛的限制，并进行语料库分析的儿童为导向的数据，以肯定，似乎有一个归纳问题时，学习这些限制。然后，我们创建了一个计算学习模型，实现了一个学习策略，能够成功地学习在正式实验中观察到的可接受性判断的模式，基于现实的输入。重要的是，该模型不显式编码语法约束。我们详细讨论了该模型所需的学习偏差，因为它们突出了任何句法习得理论的句法岛效应所带来的潜在问题。我们发现，虽然所提出的学习策略需要更少的复杂和特定领域的组件比以前的理论的句法岛学习，它仍然提出了困难的问题，句法岛所需的具体偏见出现在学习者。我们讨论了这些结果的习得理论和句法理论的后果。
The induction problems facing language learners have played a central role in debates about the types of learning biases that exist in the human brain. Many linguists have argued that some of the learning biases necessary to solve these language induction problems must be both innate and language-specific (i.e., the Universal Grammar (UG) hypothesis). Though there have been several recent high-profile investigations of the necessary learning bias types for different linguistic phenomena, the UG hypothesis is still the dominant assumption for a large segment of linguists due to the lack of studies addressing central phenomena in generative linguistics. To address this, we focus on how to learn constraints on long-distance dependencies, also known as syntactic island constraints. We use formal acceptability judgment data to identify the target state of learning for syntactic island constraints and conduct a corpus analysis of child-directed data to affirm that there does appear to be an induction problem when learning these constraints. We then create a computational learning model that implements a learning strategy capable of successfully learning the pattern of acceptability judgments observed in formal experiments, based on realistic input. Importantly, this model does not explicitly encode syntactic constraints. We discuss learning biases required by this model in detail as they highlight the potential problems posed by syntactic island effects for any theory of syntactic acquisition. We find that, although the proposed learning strategy requires fewer complex and domain-specific components than previous theories of syntactic island learning, it still raises difficult questions about how the specific biases required by syntactic islands arise in the learner. We discuss the consequences of these results for theories of acquisition and theories of syntax.
影响因子：
2.2
作者：
Sagae, Kenji;Davis, Eric;Lavie, Alon;MacWhinney, Brian;Wintner, Shuly
通讯作者：
Wintner, Shuly
作为统计学家的学习者：语言习得中计算成功的三个原则。
影响因子：
3.7
作者：
Soderstrom,Melanie;Conwell,Erin;Feldman,Naomi;Morgan,James
通讯作者：
Morgan,James