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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 40 1 Finding modal force Dieuleveut, Anouk. - 2021 BASE Show details 2 How Grammars Grow: Argument Structure and the Acquisition of Non-Basic Syntax Perkins, Laurel. - 2019 Abstract: This dissertation examines the acquisition of argument structure as a window into the role of development in grammar learning. The way that children represent the data for language acquisition depends on the grammatical knowledge they have at any given point in development. Children use their immature grammatical knowledge, together with other non-linguistic conceptual, pragmatic, and cognitive abilities, to parse and interpret their input. But until children have fully acquired the target grammar, these input representations will be incomplete and potentially inaccurate. Our learning theory must take into account how learning can operate over input representations that change over the course of development. What allows learners to acquire new knowledge from partial and noisy representations of their data, one step at a time, and still converge on the right grammar? The case study in this dissertation points towards one way to characterize the role of development in grammar acquisition by probing more deeply into the resources that learners bring to their learning task. I consider two types of resources. The first is representational: learners need resources for representing their input in useful ways, even early in development. In two behavioral studies, I ask what resources infants in their second year of life use to represent their input for argument structure acquisition. I show that English learners differentiate the grammatical and thematic relations of clause arguments, and that they recognize local argument relations before they recognize non-local predicate-argument dependencies. The second type of resource includes mechanisms for learning from input representations even when they are incomplete or inaccurate early in development. In two computational experiments, I investigate how learners could in principle use a combination of domain-specific linguistic knowledge and domain-general cognitive abilities in order to draw accurate inferences about verb argument structure from messy data, and to identify the forms that argument movement can take in their language. By investigating some of the earliest steps of syntax acquisition in infancy, this work aims to provide a fuller picture of what portion of the input is useful to an individual child at any single point in development, how the child perceives that portion of the input given her current grammatical knowledge, and what internal mechanisms enable the child to generalize beyond her input in inferring the grammar of her language. This work has implications not only for theories of language learning, but also for learning in general, by offering a new perspective on the use of data in the acquisition of knowledge. Keyword: Argument movement; Argument structure; Computational models; Development; Developmental psychology; Language acquisition; Linguistics; Verb learning URL: https://doi.org/10.13016/l0gj-sccj http://hdl.handle.net/1903/25053 BASE Hide details 3 An Affiliative Model of Early Lexical Learning Tripp, Alayo. - 2019 BASE Show details 4 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 5 SECOND LANGUAGE LEXICAL REPRESENTATION AND PROCESSING OF MANDARIN CHINESE TONES Pelzl, Eric. - 2018 BASE Show details 6 The role of input in discovering presuppositions triggers: Figuring out what everybody already knew Dudley, Rachel Elaine. - 2017 BASE Show details 7 TEMPORAL DISTRIBUTION OF PRACTICE AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION AND RETENTION OF L2 MANDARIN TONAL WORD PRODUCTION Li, Man. - 2017 BASE Show details 8 The acquisition of adjunct control: grammar and processing Gerard, Juliana. - 2016 BASE Show details 9 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 10 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 11 THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE Kachinske, Ilina. - 2016 BASE Show details 12 Early Phonological Predictors of Toddler Language Outcomes Gerhold, Kayla. - 2015 BASE Show details 13 Comparing Second Language Learners' Sensitivity to Arabic Derivational and Inflectional Morphology at the Lexical and Sentence Levels Freynik, Suzanne Marie. - 2015 BASE Show details 14 USING NEW MEASURES OF IMPLICIT L2 KNOWLEDGE TO STUDY THE INTERFACE OF EXPLICIT AND IMPLICIT KNOWLEDGE Suzuki, Yuichi. - 2015 BASE Show details 15 Computational modeling of the role of discourse information in language production and language acquisition Orita, Naho. - 2015 BASE Show details 16 Verb Learning Under Guidance He, Xiaoxue Angela. - 2015 BASE Show details 17 Comparative psychosyntax Chacón, Dustin Alfonso. - 2015 BASE Show details 18 Syntactic Bootstrapping in the Acquisition of Attitude Verbs Harrigan, Kaitlyn. - 2015 BASE Show details 19 The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency Wagener, Thomas Robert. - 2015 BASE Show details 20 Bayesian Model of Categorical Effects in L1 and L2 Speech Processing Kronrod, Yakov. - 2014 BASE Show details Page: 1 2

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