Goldilocks Forgetting in Cross-Situational Learning

Given that there is referential uncertainty (noise) when learning words, to what extent can forgetting filter some of that noise out, and be an aid to learning? Using a Cross Situational Learning model we find a U-shaped function of errors indicative of a "Goldilocks" zone of forgetting: an optimum store-loss ratio that is neither too aggressive nor too weak, but just the right amount to produce better learning outcomes. Forgetting acts as a high-pass filter that actively deletes (part of) the referential ambiguity noise, retains intended referents, and effectively amplifies the signal. The model achieves this performance without incorporating any specific cognitive biases of the type proposed in the constraints and principles account, and without any prescribed developmental changes in the underlying learning mechanism. Instead we interpret the model performance as more of a by-product of exposure to input, where the associative strengths in the lexicon grow as a function of linguistic experience in combination with memory limitations. The result adds a mechanistic explanation for the experimental evidence on spaced learning and, more generally, advocates integrating domain-general aspects of cognition, such as memory, into the language acquisition process

The construction of viewpoint aspect: the imperfective revisited

This paper argues for a constructionist approach to viewpoint Aspect by exploring the idea that it does not exert any altering force on the situation-aspect properties of predicates. The proposal is developed by analyzing the syntax and semantics of the imperfective, which has been attributed a coercer role in the literature as a de-telicizer and de-stativizer in the progressive, and as a de-eventivizer in the so-called ability (or attitudinal) and habitual readings. This paper proposes a unified semantics for the imperfective, preserving the properties of eventualities throughout the derivation. The paper argues that the semantics of viewpoint aspect is encoded in a series of functional heads containing interval-ordering predicates and quantifiers. This richer structure allows us to account for a greater amount of phenomena, such as the perfective nature of the individual instantiations of the event within a habitual construction or the nonculminating reading of perfective accomplishments in Spanish. This paper hypothesizes that nonculminating accomplishments have an underlying structure corresponding to the perfective progressive. As a consequence, the progressive becomes disentangled from imperfectivity and is given a novel analysis. The proposed syntax is argued to have a corresponding explicit morphology in languages such as Spanish and a nondifferentiating one in languages such as English; however, the syntax-semantics underlying both of these languages is argued to be the same

Statistical learning and memory

Learners often need to identify and remember recurring units in continuous sequences, but the underlying mechanisms are debated. A particularly prominent candidate mechanism relies on distributional statistics such as Transitional Probabilities (TPs). However, it is unclear what the outputs of statistical segmentation mechanisms are, and if learners store these outputs as discrete chunks in memory. We critically review the evidence for the possibility that statistically coherent items are stored in memory and outline difficulties in interpreting past research. We use Slone and Johnson's (2018) experiments as a case study to show that it is difficult to delineate the different mechanisms learners might use to solve a learning problem. Slone and Johnson (2018) reported that 8-month-old infants learned coherent chunks of shapes in visual sequences. Here, we describe an alternate interpretation of their findings based on a multiple-cue integration perspective. First, when multiple cues to statistical structure were available, infants' looking behavior seemed to track with the strength of the strongest one | backward TPs, suggesting that infants process multiple cues simultaneously and select the strongest one. Second, like adults, infants are exquisitely sensitive to chunks, but may require multiple cues to extract them. In Slone and Johnson's (2018) experiments, these cues were provided by immediate chunk repetitions during familiarization. Accordingly, infants showed strongest evidence of chunking following familiarization sequences in which immediate repetitions were more frequent. These interpretations provide a strong argument for infants' processing of multiple cues and the potential importance of multiple cues for chunk recognition in infancy

La sémantique du temps et de l'aspect en anglais

Vlach Frank, Nef Frédéric. La sémantique du temps et de l'aspect en anglais. In: Langages, 15ᵉ année, n°64, 1981. Le temps grammatical [logiques temporelles et analyse linguistique] pp. 65-79