Computational models in the debate over language learnability Export

@article{citeulike:3521474, abstract = {Computational models have played a central role in the debate over language learnability. This article discusses how they have been used in different lsquostancesrsquo, from generative views to more recently introduced explanatory frameworks based on embodiment, cognitive development and cultural evolution. By digging into the details of certain specific models, we show how they organize, transform and rephrase defining questions about what makes language learning possible for children. Finally, we present a tentative synthesis to recast the debate using the notion of learning bias. Copyright {\copyright} 2008 John Wiley \& Sons, Ltd.}, address = {Ecole Polytechnique F\'{e}d\'{e}rale de Lausanne, EPFL-CRAFT, Lausanne, Switzerland; Sony Computer Science Laboratory Paris, Paris, France; Department of Linguistics, University of Hawaii, Honolulu, HI, USA}, author = {Kaplan, Fr\'{e}d\'{e}ric and Oudeyer, Pierre-Yves and Bergen, Benjamin}, citeulike-article-id = {3521474}, citeulike-linkout-0 = {http://dx.doi.org/10.1002/icd.544}, citeulike-linkout-1 = {http://www3.interscience.wiley.com/cgi-bin/abstract/117884848/ABSTRACT}, citeulike-linkout-2 = {http://dx.doi.org.monstera.cc.columbia.edu:2048/10.1002/icd.544}, doi = {10.1002/icd.544}, journal = {Infant and Child Development}, number = {1}, pages = {55--80}, posted-at = {2009-02-09 18:17:30}, priority = {5}, title = {Computational models in the debate over language learnability}, url = {http://dx.doi.org/10.1002/icd.544}, volume = {17}, year = {2008} }

TY - JOUR ID - citeulike:3521474 L3 - citeulike-article-id:3521474 N2 - Computational models have played a central role in the debate over language learnability. This article discusses how they have been used in different lsquostancesrsquo, from generative views to more recently introduced explanatory frameworks based on embodiment, cognitive development and cultural evolution. By digging into the details of certain specific models, we show how they organize, transform and rephrase defining questions about what makes language learning possible for children. Finally, we present a tentative synthesis to recast the debate using the notion of learning bias. Copyright © 2008 John Wiley & Sons, Ltd. IS - 1 JF - Infant and Child Development AD - Ecole Polytechnique Fédérale de Lausanne, EPFL-CRAFT, Lausanne, Switzerland; Sony Computer Science Laboratory Paris, Paris, France; Department of Linguistics, University of Hawaii, Honolulu, HI, USA EP - 80 TI - Computational models in the debate over language learnability VL - 17 SP - 55 AU - Kaplan, Frédéric AU - Oudeyer, Pierre-Yves AU - Bergen, Benjamin PY - 2008/// UR - http://dx.doi.org/10.1002/icd.544 ER -