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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: Variability, negative evidence, and the acquisition of verb argument constructions
Author: Amy Perfors
Institution: University of Adelaide
Author: Joshua B Tenenbaum
Institution: Massachusetts Institute of Technology
Author: Elizabeth Wonnacott
Institution: University of Oxford
Linguistic Field: Computational Linguistics
Abstract: We present a hierarchical Bayesian framework for modeling the acquisition of verb argument constructions. It embodies a domain-general approach to learning higher-level knowledge in the form of inductive constraints (or overhypotheses), and has been used to explain other aspects of language development such as the shape bias in learning object names. Here, we demonstrate that the same model captures several phenomena in the acquisition of verb constructions. Our model, like adults in a series of artificial language learning experiments, makes inferences about the distributional statistics of verbs on several levels of abstraction simultaneously. It also produces the qualitative learning patterns displayed by children over the time course of acquisition. These results suggest that the patterns of generalization observed in both children and adults could emerge from basic assumptions about the nature of learning. They also provide an example of a broad class of computational approaches that can resolve Baker's Paradox.

CUP AT LINGUIST

This article appears IN Journal of Child Language Vol. 37, Issue 3, which you can READ on Cambridge's site or on LINGUIST .



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