Exemplar-learning and schematization in a usage-based account of syntactic acquisition

Abbot-Smith, Kirsten and Tomasello, Michael (2006) Exemplar-learning and schematization in a usage-based account of syntactic acquisition. Linguistic Review, 23 (3). pp. 275-290. ISSN 0167-6318. (Full text available)

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http://dx.doi.org/10.1515/TLR.2006.011

Abstract

The early phases of syntactic acquisition are characterized by many input frequency and item effects, which argue against theories assuming innate access to classical syntactic categories. In formulating an alternative view, we consider both prototype and exemplar-learning models of categorization. We argue for a 'hybrid' usage-based view in which acquisition depends on exemplar learning and retention, out of which permanent abstract schemas gradually emerge and are immanent across the summed similarity of exemplar collections. These schemas are graded in strength depending on the number of exemplars and the degree to which semantic similarity is reinforced by phonological, lexical, and distributional similarity.

Item Type: Article
Additional information: ISI Document Delivery No.: 110RS Times Cited: 20 Cited Reference Count: 64 Abbot-Smith, Kirsten Tomasello, Michael Walter de gruyter & co Berlin
Uncontrolled keywords: word-order past tense children infants english abstraction knowledge productivity information categories
Subjects: B Philosophy. Psychology. Religion > BF Psychology
P Language and Literature > P Philology. Linguistics
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: Kirsten Abbot-Smith
Date Deposited: 14 Dec 2010 17:00
Last Modified: 08 Apr 2014 10:25
Resource URI: http://kar.kent.ac.uk/id/eprint/25334 (The current URI for this page, for reference purposes)
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