31,216 research outputs found
Discovery of Linguistic Relations Using Lexical Attraction
This work has been motivated by two long term goals: to understand how humans
learn language and to build programs that can understand language. Using a
representation that makes the relevant features explicit is a prerequisite for
successful learning and understanding. Therefore, I chose to represent
relations between individual words explicitly in my model. Lexical attraction
is defined as the likelihood of such relations. I introduce a new class of
probabilistic language models named lexical attraction models which can
represent long distance relations between words and I formalize this new class
of models using information theory.
Within the framework of lexical attraction, I developed an unsupervised
language acquisition program that learns to identify linguistic relations in a
given sentence. The only explicitly represented linguistic knowledge in the
program is lexical attraction. There is no initial grammar or lexicon built in
and the only input is raw text. Learning and processing are interdigitated. The
processor uses the regularities detected by the learner to impose structure on
the input. This structure enables the learner to detect higher level
regularities. Using this bootstrapping procedure, the program was trained on
100 million words of Associated Press material and was able to achieve 60%
precision and 50% recall in finding relations between content-words. Using
knowledge of lexical attraction, the program can identify the correct relations
in syntactically ambiguous sentences such as ``I saw the Statue of Liberty
flying over New York.''Comment: dissertation, 56 page
Disentangling syntactic, semantic and pragmatic impairments in ASD : elicited production of passives
Children with ASD and an IQ-matched control group of typically developing (TD) children completed an elicited-production task which encouraged the production of reversible passive sentences (e.g., “Bob was hit by Wendy”). Although the two groups showed similar levels of correct production, the ASD group produced a significantly greater number of “reversal” errors (e.g., “Wendy was hit by Bob”, when, in fact Wendy hit Bob) than the TD group (who, when they did not produce correct passives, instead generally produced semantically appropriate actives; e.g., “Wendy hit Bob”). These findings suggest that the more formal elements of syntax are spared relative to more semantic/pragmatic/narrative aspects (e.g., manipulating thematic roles) in at least high-functioning children with ASD
On empirical methodology, constraints, and hierarchy in artificial grammar learning
This paper considers the AGL literature from a psycholinguistic perspective. It first presents a taxonomy of the experimental familiarization test procedures used, which is followed by a consideration of shortcomings and potential improvements of the empirical methodology. It then turns to reconsidering the issue of grammar learning from the point of view of acquiring constraints, instead of the traditional AGL approach in terms of acquiring sets of rewrite rules. This is, in particular, a natural way of handling long‐distance dependences. The final section addresses an underdeveloped issue in the AGL literature, namely how to detect latent hierarchical structure in AGL response patterns
Proceedings of the Workshop Semantic Content Acquisition and Representation (SCAR) 2007
This is the proceedings of the Workshop on Semantic Content Acquisition and Representation, held in conjunction with NODALIDA 2007, on May 24 2007 in Tartu, Estonia.</p
Implicit learning of recursive context-free grammars
Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning
experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have
not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing
features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured
the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both
distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes
even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between
individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for
tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex
context-free structures, which model some features of natural languages. They support the relevance of artificial grammar
learning for probing mechanisms of language learning and challenge existing theories and computational models of
implicit learning
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