FROM ROTE LEARNING TO SYSTEM BUILDING - ACQUIRING VERB MORPHOLOGY IN CHILDREN AND CONNECTIONIST NETS
FROM ROTE LEARNING TO SYSTEM BUILDING - ACQUIRING VERB MORPHOLOGY IN CHILDREN AND CONNECTIONIST NETS
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DOI：
10.1016/0010-0277(93)90057-3
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发表时间：
1993-07-01
期刊：
影响因子：
3.4
通讯作者：
MARCHMAN, V
中科院分区：
文献类型：
--
作者：
PLUNKETT, K;MARCHMAN, V
英语动词形态学习得的传统解释认为，从早期的死记硬背过程（动词的过去式形式被正确地产生）到动词的系统化处理（不规则动词容易出错）的转变是一个双重结构的基础。联结主义者认为，这种转变可以发生在一个单一的机制中（以神经网络的形式），由网络所接触的训练集大小的逐渐量化变化驱动。在本文中，一系列的模拟报告中，一个多层感知器学会映射动词词干到过去时态的形式类似于英语过去时态系统中发现的映射。通过以渐进、增量的方式扩展训练集，并在学习过程中的连续点上评估训练动词和新动词的网络性能，证明了网络经历了重组，从而从死记硬背的学习模式转变为对动词的系统处理。此外，我们表明，这种重组过渡是依赖于在训练集的规则和不规则动词的数量，是敏感的不规则动词的特征的语音子系统。观察到的错误模式相比，儿童获得英语过去时态，以及儿童的无意义动词的实验研究的表现。它的结论是，一个连接主义的方法提供了一个可行的替代帐户的收购英语动词形态，鉴于目前的经验证据有关的过程中，幼儿。
The traditional account of the acquisition of English verb morphology supposes that a dual architecture underlies the transition from early rote-learning processes (in which past tense forms of verbs are correctly produced) to the systematic treatment of verbs (in which irregular verbs are prone to error). A connectionist account supposes that this transition can occur in a single mechanism (in the form of a neural network) driven by gradual quantitative changes in the size of the training set to which the network is exposed. In this paper, a series of simulations is reported in which a multi-layered perceptron learns to map verb stems to past tense forms analogous to the mappings found in the English past tense system. By expanding the training set in a gradual, incremental fashion and evaluating network performance on both trained and novel verbs at successive points in learning, it is demonstrated that the network undergoes reorganizations, that result in a shift from a mode of rote learning to a systematic treatment of verbs. Furthermore, we show that this reorganizational transition is dependent upon the number of regular and irregular verbs in the training set and is sensitive to the phonological sub-regularities characterizing the irregular verbs. The pattern of errors observed is compared to that of children acquiring the English past tense, as well as children's performance on experimental studies with nonsense verbs. It is concluded that a connectionist approach offers a viable alternative account of the acquisition of English verb morphology, given the current state of empirical evidence relating to processes of acquisition in young children.