Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/3499
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dc.contributor.authorFreudenthal, D-
dc.contributor.authorPine, J M-
dc.contributor.authorGobet, F-
dc.coverage.spatial6en
dc.date.accessioned2009-07-17T10:42:06Z-
dc.date.available2009-07-17T10:42:06Z-
dc.date.issued2009-
dc.identifier.citationProceedings of the 31st Annual Meeting of the Cognitive Science Society, Amsterdam, August 2009.en
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/3499-
dc.description.abstractThis paper compares MOSAIC and the Variational Learning Model (VLM) in terms of their ability to explain the level of finiteness marking in early child Dutch, English, Spanish, German and French. It is shown that both models are successful in explaining cross-linguistic variation in rates of Optional Infinitive (OI) errors, although both models underestimate the error rate in English. A second set of analyses shows strong lexical effects in the pattern of errors across all five languages studied. This finding is problematic for the Variational Learning Model and provides strong support for the notion that OI errors are incomplete compound finites as instantiated in MOSAIC.en
dc.format.extent202166 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoen-
dc.publisherCognitive Science Societyen
dc.subjectMOSAICen
dc.subjectVariational Learning Modelen
dc.subjectVLMen
dc.subjectoptional infinitiveen
dc.subjectdistributional learningen
dc.subjectchunkingen
dc.titleComparing MOSAIC and the variational learning model of the optional infinitive stage in early child languageen
dc.typeConference Paperen
Appears in Collections:Psychology
Dept of Life Sciences Research Papers



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