Simulating the Referential Properties of Dutch, German, and English Root Infinitives in MOSAIC
Simulating the Referential Properties of Dutch, German, and English Root Infinitives in MOSAIC
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在 MOSAIC 中模拟荷兰语、德语和英语词根不定式的指称属性
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发表时间：
2009
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影响因子：
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通讯作者：
F. Gobet
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作者：
D. Freudenthal;J. Pine;F. Gobet
学习许多语言的儿童都会经历一个可选的不定式（OI）阶段，在这个阶段中，他们会在需要限定动词形式的语境中产生非限定动词形式（例如，“That go there”而不是“That goes there”）。MOSAIC（儿童语言习得模型）是一种语言学习的计算模型，它成功地模拟了英语，荷兰语，德语和西班牙语中OI现象的发展模式（Freudenthal，Pine，Aguado-Orea和Gobet，2007）。在本研究中，MOSAIC被应用到模拟某些微妙的，但理论上重要的现象，在跨语言模式的OI现象，通常被认为需要一个更复杂的正式分析。MOSAIC成功地模拟了（a）情态参照效应，发现荷兰和德国的儿童倾向于使用根不定式（RI）在情态背景下;（B）事件性约束，发现荷兰和德国的RI主要指的是行动，而不是静态的情况;（c）在英语中，这些效果的缺席或减少的大小。这些结果提供了强有力的支持，输入驱动的解释的模态参考效应以及MOSAIC的机制，用于生产RI，和更广泛的主张，它是可能的解释儿童的早期多词语音的关键方面之间的相互作用的资源有限的分布式学习机制和表面属性的语言，儿童接触。
Children learning many languages go through an optional infinitive (OI) stage in which they produce nonfinite verb forms in contexts in which a finite verb form is required (e.g., “That go there” instead of “That goes there”). MOSAIC (Model of Syntax Acquisition in Children) is a computational model of language learning that successfully simulates the developmental patterning of the OI phenomenon in English, Dutch, German, and Spanish (Freudenthal, Pine, Aguado-Orea, & Gobet, 2007). In the present study, MOSAIC is applied to the simulation of certain subtle but theoretically important phenomena in the cross-linguistic patterning of the OI phenomenon that are typically assumed to require a more complex formal analysis. MOSAIC is shown to successfully simulate (a) the Modal Reference Effect, the finding that Dutch and German children tend to use root infinitives (RIs) in modal contexts; (b) the Eventivity Constraint, the finding that Dutch and German RIs refer predominantly to actions rather than static situations; and (c) the absence or reduced size of these effects in English. These results provide strong support for input-driven explanations of the Modal Reference Effect as well as MOSAIC's mechanism for producing RIs, and the wider claim that it is possible to explain key aspects of children's early multiword speech in terms of the interaction between a resource-limited distributional learning mechanism and the surface properties of the language to which children are exposed.