We will be reading selections from the following three books, in addition to the articles and other selections below:
Dietrich, C., Swingley, D., & Werker, J.F. (2007). Native language governs interpretation of salient speech sound differences at 18 months. Proceedings of the National Academy of Sciences of the US, 16027-16031.
Dresher, E. (1999). Charting the learning path: Cues to parameter setting. Linguistic Inquiry, 30, 27-67.
Gambell, T. & Yang, C. (2006). Word Segmentation: Quick but not dirty. Manuscript, Yale University.
Gerken, L. (2004). Nine-month-olds extract structural principles required for natural language. Cognition, 93, B89-B96.
Gerken, L. (2006). Decisions, decisions: infant language learning when multiple generalizations are possible. Cognition, 98, B67-B74.
Gerken, L. & Aslin, R. (2005). Thirty years of research on infant speech perception: The legacy of Peter W. Jusczyk. Language Learning and Development,1, 5-21.
Goldwater, S., Griffiths, T. L., & Johnson, M. (2007). Distributional cues to word segmentation: Context is important. Proceedings of the 31st Boston University Conference on Language Development.
Gomez, R. & Lakusta, L. (2004). A first step in form-based category abstraction by 12-month-old infants. Developmental Science, 7(5), 567-580.
Legate, J. & Yang, C. (2002). Empirical re-assessment of stimulus poverty arguments. The Linguistic Review, 19, 151-162.
Legate, J. & Yang, C. (2007). Morphosyntactic learning and the development of tense. Language Acquisition, 14(3), 315-344.
Lightfoot, D. (1999). The Development of Language: Acquisition, Change, and Evolution. Oxford: Blackwell, 60-66.
Marcus, G. (2003). The Algebraic Mind: Integrating Connectionism and Cognitive Science. Cambridge: The MIT Press. 1-51, 68-83.
Marcus, G. & Berent, I. (2003). Are there limits to statistical learning? Science, 300(4), 553-554.
Marcus, G., Vijayan, S., Bandi Rao, S., & Vishton, P. (1999). Rule-learning in seven-month-old infants. Science, 283, 77-80.
Marr, D. (1982). Vision. San Francisco: W.H. Freeman, pp. 3-43.
McClelland, J. & Patterson, K. (2002). 'Words or Rules' cannot exploit the regularity in exceptions. Trends in Cognitive Sciences, 6(11), 464-465.
McClelland, J. & Patterson, K. (2002). Rules or connections in past-tense inflections: what does the evidence rule out? Trends in Cognitive Sciences, 6(11), 465-472.
Mintz, T. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91-117.
Pearl, L. (2008). Putting the Emphasis on Unambiguous: The Feasibility of Data Filtering for Learning English Metrical Phonology. BUCLD 32: Proceedings of the 32nd Annual Boston Conference on Child Language Development.
Pena, M., Bonatti, L., Nespor, M., & Mehler, J. (2002). Signal-Driven Computations in Speech Processing. Science, 298, 604-607.
Pinker, S. (1995). Why the Child Holded the Baby Rabbits: A Case Study in Language Acquisition, in Gleitman, L. & Liberman, M. (eds.) An Invitation to Cognitive Science - 2nd Edition, 107-137.
Pinker, S. & Ullman, M. (2002). The past and future of the past tense. Trends in Cognitive Sciences, 6(11), 456-463.
Pinker, S. & Ullman, M. (2002). Combination and structures, not gradedness, is the issue. Trends in Cognitive Sciences, 6(11), 472-474.
Pinker, S. (2004). Clarifying the logical problem of language acquisition. Journal of Child Language, 31, 949-953.
Pullum, G. & Scholz, B. (2002). Empirical assessment of stimulus poverty arguments. The Linguistic Review, 19, 9-50.
Saffran, J.R., Aslin, R.N., & Newport, E.L. (1996). Statistical learning by 8-month old infants. Science, 274, 1926-1928.
Seidenberg, M. (1997). Language Acquisition and Use: Learning and Applying Probabilistic Constraints. Science, 275, 1599-1603.
Seidenberg, M., MacDonald, M., & Saffran, J. (2002). Does grammar start where statistics stop? Science, 298, 554.
Seidenberg, M. S., MacDonald, M. C., & Saffran, J. R. (2003). Reply to Marcus & Berent. Science, 300, 554.
Swingley, D. (2005). 11-month-olds' knowledge of how familiar words sound. Developmental Science, 8, 432-443.
Swingley, D. (2005). Statistical clustering and the contents of the infant vocabulary. Cognitive Psychology, 50, 86-132.
Swingley, D. and Aslin, R. (2002). Lexical neighborhoods and the word-form representations of 14-month-olds. Psychological Science, 13, 480-484.
Stager, C. & Werker, J. (1997). Infants listen for more phonetic detail in speech perception than word-learning tasks. Nature, 388 , 381-382.
Thompson, S. & Newport, E. (2007). Statistical Learning of Syntax: The Role of Transitional Probability. Language Learning and Development, 3, 1-42.
Vallabha, G., McClelland, J., Pons, F., Werker, J., & Amano, S. (2007). Unsupervised learning of vowel categories from infant-directed speech. Proceedings of the National Academy of Sciences of the U.S., 104(33), 13273-13278.
Werker, J. (1995). Exploring Developmental Changes in Cross-language Speech Perception, Chapter 4 (pp.87-106) in Gleitman, L. & Liberman, M., Language. Cambridge, MA: The MIT Press.
Werker, J. & Tees, R. (2002). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 25, 121-133.
Werker, J. & Yeung, H. (2005). Infant speech perception bootstraps word learning. Trends in Cognitive Sciences, 9(11), 519-527.
Yang, C. (2004). Universal Grammar, statistics, or both? Trends in Cognitive Sciences, 8(10), 451-456.
Yang, C. (2005). On productivity. Yearbook of Language Variation, 5, 333-370.
Dresher, E. (1999). Charting the learning path: Cues to parameter setting. Linguistic Inquiry, 30, 27-67.
Gambell, T. & Yang, C. (2006). Word Segmentation: Quick but not dirty. Manuscript, Yale University.
Gerken, L. (2004). Nine-month-olds extract structural principles required for natural language. Cognition, 93, B89-B96.
Gerken, L. (2006). Decisions, decisions: infant language learning when multiple generalizations are possible. Cognition, 98, B67-B74.
Gerken, L. & Aslin, R. (2005). Thirty years of research on infant speech perception: The legacy of Peter W. Jusczyk. Language Learning and Development,1, 5-21.
Goldwater, S., Griffiths, T. L., & Johnson, M. (2007). Distributional cues to word segmentation: Context is important. Proceedings of the 31st Boston University Conference on Language Development.
Gomez, R. & Lakusta, L. (2004). A first step in form-based category abstraction by 12-month-old infants. Developmental Science, 7(5), 567-580.
Legate, J. & Yang, C. (2002). Empirical re-assessment of stimulus poverty arguments. The Linguistic Review, 19, 151-162.
Legate, J. & Yang, C. (2007). Morphosyntactic learning and the development of tense. Language Acquisition, 14(3), 315-344.
Lightfoot, D. (1999). The Development of Language: Acquisition, Change, and Evolution. Oxford: Blackwell, 60-66.
Marcus, G. (2003). The Algebraic Mind: Integrating Connectionism and Cognitive Science. Cambridge: The MIT Press. 1-51, 68-83.
Marcus, G. & Berent, I. (2003). Are there limits to statistical learning? Science, 300(4), 553-554.
Marcus, G., Vijayan, S., Bandi Rao, S., & Vishton, P. (1999). Rule-learning in seven-month-old infants. Science, 283, 77-80.
Marr, D. (1982). Vision. San Francisco: W.H. Freeman, pp. 3-43.
McClelland, J. & Patterson, K. (2002). 'Words or Rules' cannot exploit the regularity in exceptions. Trends in Cognitive Sciences, 6(11), 464-465.
McClelland, J. & Patterson, K. (2002). Rules or connections in past-tense inflections: what does the evidence rule out? Trends in Cognitive Sciences, 6(11), 465-472.
Mintz, T. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91-117.
Pearl, L. (2008). Putting the Emphasis on Unambiguous: The Feasibility of Data Filtering for Learning English Metrical Phonology. BUCLD 32: Proceedings of the 32nd Annual Boston Conference on Child Language Development.
Pena, M., Bonatti, L., Nespor, M., & Mehler, J. (2002). Signal-Driven Computations in Speech Processing. Science, 298, 604-607.
Pinker, S. (1995). Why the Child Holded the Baby Rabbits: A Case Study in Language Acquisition, in Gleitman, L. & Liberman, M. (eds.) An Invitation to Cognitive Science - 2nd Edition, 107-137.
Pinker, S. & Ullman, M. (2002). The past and future of the past tense. Trends in Cognitive Sciences, 6(11), 456-463.
Pinker, S. & Ullman, M. (2002). Combination and structures, not gradedness, is the issue. Trends in Cognitive Sciences, 6(11), 472-474.
Pinker, S. (2004). Clarifying the logical problem of language acquisition. Journal of Child Language, 31, 949-953.
Pullum, G. & Scholz, B. (2002). Empirical assessment of stimulus poverty arguments. The Linguistic Review, 19, 9-50.
Saffran, J.R., Aslin, R.N., & Newport, E.L. (1996). Statistical learning by 8-month old infants. Science, 274, 1926-1928.
Seidenberg, M. (1997). Language Acquisition and Use: Learning and Applying Probabilistic Constraints. Science, 275, 1599-1603.
Seidenberg, M., MacDonald, M., & Saffran, J. (2002). Does grammar start where statistics stop? Science, 298, 554.
Seidenberg, M. S., MacDonald, M. C., & Saffran, J. R. (2003). Reply to Marcus & Berent. Science, 300, 554.
Swingley, D. (2005). 11-month-olds' knowledge of how familiar words sound. Developmental Science, 8, 432-443.
Swingley, D. (2005). Statistical clustering and the contents of the infant vocabulary. Cognitive Psychology, 50, 86-132.
Swingley, D. and Aslin, R. (2002). Lexical neighborhoods and the word-form representations of 14-month-olds. Psychological Science, 13, 480-484.
Stager, C. & Werker, J. (1997). Infants listen for more phonetic detail in speech perception than word-learning tasks. Nature, 388 , 381-382.
Thompson, S. & Newport, E. (2007). Statistical Learning of Syntax: The Role of Transitional Probability. Language Learning and Development, 3, 1-42.
Vallabha, G., McClelland, J., Pons, F., Werker, J., & Amano, S. (2007). Unsupervised learning of vowel categories from infant-directed speech. Proceedings of the National Academy of Sciences of the U.S., 104(33), 13273-13278.
Werker, J. (1995). Exploring Developmental Changes in Cross-language Speech Perception, Chapter 4 (pp.87-106) in Gleitman, L. & Liberman, M., Language. Cambridge, MA: The MIT Press.
Werker, J. & Tees, R. (2002). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 25, 121-133.
Werker, J. & Yeung, H. (2005). Infant speech perception bootstraps word learning. Trends in Cognitive Sciences, 9(11), 519-527.
Yang, C. (2004). Universal Grammar, statistics, or both? Trends in Cognitive Sciences, 8(10), 451-456.
Yang, C. (2005). On productivity. Yearbook of Language Variation, 5, 333-370.
2. Baker, M. (2001). The Atoms of Language: The Mind's Hidden Rules of Grammar. USA: Basic Books.
3. Yang, C. (2002). Knowledge and Learning in Natural Language. Oxford: Oxford University Press.