Journal ArticleDOI
How could a child use verb syntax to learn verb semantics
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The authors show that learning a verb in a single frame only gives a learner coarse information about its semanic perspective in that frame (e.g., hot bubbling liquid), and that hearing a verb across all its frames also reveals little about the verb root's content.About:
This article is published in Lingua.The article was published on 1994-04-01. It has received 190 citations till now. The article focuses on the topics: Verb & Verb phrase ellipsis.read more
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How children learn the meanings of words
TL;DR: According to as discussed by the authors, children learn words through sophisticated cognitive abilities that exist for other purposes, such as inferring others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities.
Journal ArticleDOI
The faculty of language
TL;DR: Brandão de Oliveira et al. as mentioned in this paper present a pós-graduanda em Lingüística e Língua Portuguesa pela Pontifícia Universidade Católica de Minas Gerais -PUC-Minas -Belo Horizonte (MG), Brazil.
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The discovery of spoken language
TL;DR: The role of memory and attentional processes in the development of speech perception was discussed in this paper, where attention to sound properties may facilitate learning other elements of linguistic organization relating perception to production.
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The faculty of language: what's special about it? ☆
Steven Pinker,Ray Jackendoff +1 more
TL;DR: The approach is sufficiently problematic that it cannot be used to support claims about evolution and related arguments that language is not an adaptation, namely that it is "perfect," non-redundant, unusable in any partial form, and badly designed for communication.
Journal ArticleDOI
Do young children have adult syntactic competence
TL;DR: The framework of an alternative, usage-based theory of child language acquisition - relying explicitly on new models from Cognitive-Functional Linguistics - is presented, finding that most of children's early linguistic competence is item based, and therefore their language development proceeds in a piecemeal fashion with virtually no evidence of any system-wide syntactic categories, schemas, or parameters.
References
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Journal ArticleDOI
Aspects of the Theory of Syntax
Ann S. Ferebee,Noam Chomsky +1 more
TL;DR: Methodological preliminaries of generative grammars as theories of linguistic competence; theory of performance; organization of a generative grammar; justification of grammar; descriptive and explanatory theories; evaluation procedures; linguistic theory and language learning.
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Aspects of the Theory of Syntax
TL;DR: Generative grammars as theories of linguistic competence as discussed by the authors have been used as a theory of performance for language learning. But they have not yet been applied to the problem of language modeling.
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Word and Object
TL;DR: This edition offers a new preface by Quine's student and colleague Dagfinn Follesdal that describes the never-realized plans for a second edition of Word and Object, in which Quine would offer a more unified treatment of the public nature of meaning, modalities, and propositional attitudes.
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English Verb Classes and Alternations: A Preliminary Investigation
TL;DR: Levin this paper classified over 3,000 English verbs according to shared meaning and behavior, and examined verb behavior with respect to a wide range of syntactic alternations that reflect verb meaning.
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Thematic proto-roles and argument selection
TL;DR: The authors argued that the best theory for describing this domain is not a traditional system of discrete roles (Agent, Patient, Source, etc.) but a theory in which the only roles are two cluster-concepts called PROTO-AGENT and PROTO -PATIENT, each characterized by a set of verbal entailments: an argument of a verb may bear either of the two proto-roles (or both) to varying degrees, according to the number of entailments of each kind the verb gives it.