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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/2133

Title: Modeling the optional infinite stage in MOSAIC: A generalization to Dutch
Authors: Freudenthal, D
Pine, J M
Gobet, F
Keywords: MOSAIC
acquisition of language
optional infinitive
English
Dutch
distributional analyser
probabilistic learning
syntax
Publication Date: 2001
Publisher: Erlbaum
Citation: Freudenthal, D., Pine, J. M., & Gobet, F. (2001). Modeling the optional infinite stage in MOSAIC: A generalization to Dutch. Proceedings of the 4th International Conference on Cognitive Modeling, pp. 79-84. Mahwah, NJ: Erlbaum.
Abstract: This paper presents a model of a stage in children’s language development known as the optional infinitive stage. The model was originally developed for English, where it was shown to provide a good account of several phenomena. The model, which uses a discrimination network, analyzes the distribution of words in the input, and derives word classes from them by linking words that are used in a similar context. While the earlier version of the model is sensitive only to characteristics of phrases that follow target words, the present version also takes preceding input into consideration. Also, the present version uses a probabilistic rather than a deterministic learning mechanism. Generalisation of the model to Dutch is considered a strong test of the model, since Dutch displays the optional infinitive phenomenon, while its syntax differs substantially from that of English. The model was presented with child-directed input from two Dutch mothers, and its output was compared to that of the respective children. Despite the fact that the model was developed for a different language, it captures the optional infinitive phenomenon in Dutch as it does in English, while showing sensitivity to Dutch syntax. These results suggest that a simple distributional analyzer can capture the regularities of different languages despite the apparent differences in their syntax.
URI: http://bura.brunel.ac.uk/handle/2438/2133
Appears in Collections:School of Social Sciences Research Papers
Psychology

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