30 research outputs found
Syntactic microvariation and methodology: problems and perspectives
Variation in empirical data has been a perseverant problem for theoretical linguistics, especially syntax. Data inconsistencies among authors allegedly analyzing the same phenomenon are ubiquitous in the syntactic literature (e.g., literature on focus-raising in Hungarian; É. Kiss 1987 vs. Lipták 1998), and partly result from the highly informal methodology of data collection. However, even if adequate controls are used to exclude potential biases, variation might remain. The general practice in syntactic research has been to ignore these „microvariations”-mainly in the lack of any systematic empirical method to detect them. The present paper shows that this practice leads to serious theoretical problems and proposes a new empirical method, cluster analysis, to discover, explore and systematize these variations. It also illustrates how this richer empirical basis gives rise to a more fine-grained theoretical analysis
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Rumelhart Prize Talk: On Words and Dinosaur Bones: Where is meaning?
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Language input and semantic categories: a relation between cognition and early word learning
Variations in the amount and nature of early language to which children are exposed have been linked to their subsequent ability (e.g. Huttenlocher, Haight, Bryk, Seltzer & Lyons, iggi; Hart & Risley, 1995). In three computational simulations, we explore how differences in linguistic experience can explain differences in word learning ability due to changes in the development of semantic category structure. More specifically, we manipulate the amount of language input, sentential complexity, and the frequency distribution of words within categories. In each of these simulations, improvements in category structure, are tightly correlated with subsequent improvements in word learning ability even when the nature of the input remains the same over time. These simulations suggest that variation in early language environments may result in differences in lexical proficiency by altering underlying cognitive abilities like categorization
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