Syntactic categorization in early language acquisition: formalizing the role of distributional analysis.
We propose an explicit, incremental strategy by which children could group words with similar syntactic privileges into discrete, unlabeled categories. This strategy, which can discover lexical ambiguity, is based in part on a generalization of the idea of sentential minimal pairs. As a result, it makes minimal assumptions about the availability of syntactic knowledge at the onset of categorization. Although the proposed strategy is distributional, it can make use of categorization cues from other domains, including semantics and phonology. Computer simulations show that this strategy is effective at categorizing words in both artificial-language samples and transcripts of naturally-occurring, child-directed speech. Further, the simulations show that the proposed strategy performs even better when supplied with semantic information about concrete nouns. Implications for theories of categorization are discussed.
Cartwright
T A
TA
Department of Cognitive Science, Johns Hopkins University, Baltimore, MD 21218, USA.
Brent
M R
MR
D000465:Algorithms; D003071:Cognition; D006801:Humans; D007802:Language; D010700:Phonetics; D012660:Semantics; D014706:Verbal Learning