title: Learning the unlearnable: the role of missing evidence.
abstract: Syntactic knowledge is widely held to be partially innate, rather than learned. In a classic example, it is sometimes argued that children know the proper use of anaphoric one, although that knowledge could not have been learned from experience. Lidz et al. [Lidz, J., Waxman, S., & Freedman, J. (2003). What infants know about syntax but couldn't have learned: Experimental evidence for syntactic structure at 18 months. Cognition, 89, B65-B73.] pursue this argument, and present corpus and experimental evidence that appears to support it; they conclude that specific aspects of this knowledge must be innate. We demonstrate, contra Lidz et al., that this knowledge may in fact be acquired from the input, through a simple Bayesian learning procedure. The learning procedure succeeds because it is sensitive to the absence of particular input patterns--an aspect of learning that is apparently overlooked by Lidz et al. More generally, we suggest that a prominent form of the "argument from poverty of the stimulus" suffers from the same oversight, and is as a result logically unsound.
authors.affiliation: Department of Psychology, University of Chicago, 5848 South University Avenue, Chicago, IL 60637, USA. regier@uchicago.edu
authors.forename: Terry
authors.initials: T
authors.lastname: Regier
authors.forename: Susanne
authors.initials: S
authors.lastname: Gahl
mesh_terms: D001499:Bayes Theorem; D006801:Humans; D008037:Linguistics; D014706:Verbal Learning