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Relevant bibliographies by topics / Language acquisition – Mathematical models

Academic literature on the topic 'Language acquisition – Mathematical models'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Language acquisition – Mathematical models"

1

Yang, Charles. "A formalist perspective on language acquisition." Epistemological issue with keynote article “A Formalist Perspective on Language Acquisition” by Charles Yang 8, no. 6 (November 26, 2018): 665–706. http://dx.doi.org/10.1075/lab.18014.yan.

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Abstract Language acquisition is a computational process by which linguistic experience is integrated into the learner’s initial stage of knowledge. To understand language acquisition thus requires precise statements about these components and their interplay, stepping beyond the philosophical and methodological disputes such as the generative vs. usage-based approaches. I review several mathematical models that have guided the study of child language acquisition: How learners integrate experience with their prior knowledge of linguistic structures, How researchers assess the progress of language acquisition with rigor and clarity, and How children form the rules of language even in the face of exceptions. I also suggest that these models are applicable to second language acquisition (L2), yielding potentially important insights on the continuities and differences between child and adult language.

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KOL, SHELI, BRACHA NIR, and SHULY WINTNER. "Computational evaluation of the Traceback Method." Journal of Child Language 41, no. 1 (January 24, 2013): 176–99. http://dx.doi.org/10.1017/s0305000912000694.

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ABSTRACTSeveral models of language acquisition have emerged in recent years that rely on computational algorithms for simulation and evaluation. Computational models are formal and precise, and can thus provide mathematically well-motivated insights into the process of language acquisition. Such models are amenable to robust computational evaluation, using technology that was developed for Information Retrieval and Computational Linguistics. In this article we advocate the use of such technology for the evaluation of formal models of language acquisition. We focus on the Traceback Method, proposed in several recent studies as a model of early language acquisition, explaining some of the phenomena associated with children's ability to generalize previously heard utterances and generate novel ones. We present a rigorous computational evaluation that reveals some flaws in the method, and suggest directions for improving it.

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Robertson, Sally-Ann, and Mellony Graven. "Language as an including or excluding factor in mathematics teaching and learning." Mathematics Education Research Journal 32, no. 1 (December 10, 2019): 77–101. http://dx.doi.org/10.1007/s13394-019-00302-0.

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AbstractThis article explores the power of language to either include or exclude certain groups of students from genuine opportunities for mathematical sense-making. The substantial increase worldwide in the number of students learning mathematics through a language other than their primary language makes this a particularly urgent issue. This paper focuses on the South African situation, where, because English is widely perceived as the language of opportunity, it is, by grade 4, overwhelmingly the chosen language of learning and teaching. The epistemological and pedagogical consequences of this choice are evidenced in the poor performance of the country’s students on national and international assessments of mathematical proficiency. Drawing on research literature around language immersion education models and the extent to which these align with certain key principles of second language acquisition, this position paper motivates for a stronger and more sustained commitment to providing students, particularly those from marginalized and vulnerable communities, with opportunities for becoming both bilingual and biliterate. Empirical data from two South African grade 4 mathematics classrooms are used to illuminate aspects of the mathematical sense-making challenges students and their teachers face without such commitment.

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Al-Suod, Mahmoud, Abdullah Eial Awwad, Alaa Al-Quteimat, and Oleksandr Ushkarenko. "Method for describing signal conversion processes in analog electronic systems." Bulletin of Electrical Engineering and Informatics 11, no. 1 (February 1, 2022): 82–92. http://dx.doi.org/10.11591/eei.v11i1.3545.

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One of the main tasks of information technology is to improve existing and develop new methods for formal recording of various dynamic logical operations of analog and digital signal conversion in electronic control systems, acquisition, and processing of information. The stage of formal recording of any signal transformation process must be presented in the form of analytic symbols, the sequence of which must form a fully functional mathematical model. The improved method of the signals conversion processes description based on a representation of the mathematical models of the electronic circuits’ components in the grapho-analytical form with the increased information content allows integrating the developed models of electronic circuit elements with object-oriented programming language in the form of functional structures. It opens the way to perform parametric analysis of circuits and other tasks, related to the modeling of electronic systems.

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Perlovsky, Leonid. "Language and Cognition Interaction Neural Mechanisms." Computational Intelligence and Neuroscience 2011 (2011): 1–13. http://dx.doi.org/10.1155/2011/454587.

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How language and cognition interact in thinking? Is language just used for communication of completed thoughts, or is it fundamental for thinking? Existing approaches have not led to a computational theory. We develop a hypothesis that language and cognition are two separate but closely interacting mechanisms. Language accumulates cultural wisdom; cognition develops mental representations modeling surrounding world and adapts cultural knowledge to concrete circumstances of life. Language is acquired from surrounding language “ready-made” and therefore can be acquired early in life. This early acquisition of language in childhood encompasses the entire hierarchy from sounds to words, to phrases, and to highest concepts existing in culture. Cognition is developed from experience. Yet cognition cannot be acquired from experience alone; language is a necessary intermediary, a “teacher.” A mathematical model is developed; it overcomes previous difficulties and leads to a computational theory. This model is consistent with Arbib's “language prewired brain” built on top of mirror neuron system. It models recent neuroimaging data about cognition, remaining unnoticed by other theories. A number of properties of language and cognition are explained, which previously seemed mysterious, including influence of language grammar on cultural evolution, which may explain specifics of English and Arabic cultures.

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Ester, Pilar, Isabel Morales, Álvaro Moraleda, and Vicente Bermejo. "The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers." Mathematics 9, no. 5 (March 6, 2021): 564. http://dx.doi.org/10.3390/math9050564.

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The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.

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Dvornik, Josko, Enco Tireli, and Srdjan Dvornik. "Analysis of the performance of the ship steam boiler using simulation." Thermal Science 13, no. 4 (2009): 11–20. http://dx.doi.org/10.2298/tsci0904011d.

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The aim of this paper is to demonstrate the successful application of system dynamics simulation modelling at investigating performance dynamics of the ship steam boiler. Ship steam boiler is a complex non-linear system which needs to be systematically investigated as a unit consisting of a number of subsystems and elements, which are linked by cause-effect feedback loops, both within the system and with the relevant surrounding. In this paper the authors will present the efficient application of scientific methods for the research of complex dynamic systems called qualitative and quantitative simulation system dynamics methodology, which will allow for production and use of higher number and kinds of simulation models of the observed elements, and finally allow for the continuous computer simulation, which will contribute to acquisition of new information about the non-linear character of performance dynamics of ship steam boilers in the process of designing and education. Ship steam boiler will be presented in POWERSIM simulation language in mental-verbal, structural, and mathematical computer models.

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Igi, Tomislav S., and Natasa Ž. Veljkovi. "Design of a System for Monitoring Reliability of Structures and Constructions in Civil Engineering." International Journal of Engineering Pedagogy (iJEP) 1, no. 2 (June 30, 2011): 19. http://dx.doi.org/10.3991/ijep.v1i2.1634.

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<span style="font-family: "Times New Roman"; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">Monitoring of civil engineering structures and constructions requires techniques which can produce high precision and accuracy, reliable measurements and fast processing speed. The development of information and communication systems as well as of microprocessor controllers has enabled a creation of monitoring systems that can be used for tracking reliability of structures and constructions in civil engineering, with described key features. This paper describes in detail the architecture of the Civil Engineering Structures Reliability Monitoring (CERM) system. The system has been designed for the purposes of the Technical Mechanics and Theory of Constructions Department at the Faculty of Civil Engineering and Architecture, University of Nis. Unlike general commercial monitoring systems, the CERM system has been specially designed for the purpose of reliability monitoring, and its potential will be further exploited in this paper. It is based on usage of universal microprocessor controllers Integraf of series 10X, along with specially designed software package. This system provides real time acquisition of measurements for observed civil engineering structures and analysis of received values based on developed mathematical models.</span>

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Lanzara, E., A. Samper, and B. Herrera. "POINT CLOUD SEGMENTATION AND FILTERING TO VERIFY THE GEOMETRIC GENESIS OF SIMPLE AND COMPOSED VAULTS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W15 (August 23, 2019): 645–52. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w15-645-2019.

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<p><strong>Abstract.</strong> This research work proposes a methodology to statistically determine the geometric configuration of a masonry cross vault. Within Cultural Heritage it is possible to find architectural elements with absent or scarce historical sources about design approach or construction techniques. The cross vault case study belongs to a partially destroyed vaulted system distributed along the aisles of ancient Assunta’s Cathedral which is part of the Aragonese Castle on Ischia island, near Naples (Italy). Using photogrammetrical data acquisition, standard geometric analysis, numerical processes, computing and statistics this paper shows a method to objectively determine the geometric shape which best fits one of the existing Cathedral vault according to critical interpretation about stylistic and cultural contents linked to specific geographical and temporal contexts. This paper provides explanations, methods and objective calculation algorithms to find the best-fitting shape for a generic given point cloud and it is aimed at demonstrating the complementarity between descriptive geometry and algorithmic mathematical approaches. The final product of this multidisciplinary workflow is a 3D model deriving from the comparison between an ideal automatic model built thanks to the translation of traditional geometric rules in visual scripting language and an automatic model deriving from the mathematical analysis of survey data, curves and surface, of the architectural element. This experimentation generates 3D models to perform in-depth multidisciplinary tests and AR and VR applications to promote the communication of destroyed or inaccessible cultural heritage.</p>

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Solovyev, Valery, and Vladimir Ivanov. "Knowledge-Driven Event Extraction in Russian: Corpus-Based Linguistic Resources." Computational Intelligence and Neuroscience 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/4183760.

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Automatic event extraction form text is an important step in knowledge acquisition and knowledge base population. Manual work in development of extraction system is indispensable either in corpus annotation or in vocabularies and pattern creation for a knowledge-based system. Recent works have been focused on adaptation of existing system (for extraction from English texts) to new domains. Event extraction in other languages was not studied due to the lack of resources and algorithms necessary for natural language processing. In this paper we define a set of linguistic resources that are necessary in development of a knowledge-based event extraction system in Russian: a vocabulary of subordination models, a vocabulary of event triggers, and a vocabulary of Frame Elements that are basic building blocks for semantic patterns. We propose a set of methods for creation of such vocabularies in Russian and other languages using Google Books NGram Corpus. The methods are evaluated in development of event extraction system for Russian.

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Dissertations / Theses on the topic "Language acquisition – Mathematical models"

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Waegner, Nicholas Paul. "Stochastic models for language acquisition." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309214.

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Buttery, P. J. "Computational models for first language acquisition." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597195.

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This work investigates a computational model of first language acquisition; the Categorical Grammar Learner or CGL. The model builds on the work of Villavicenio, who created a parametric Categorical Grammar learner that organises its parameters into an inheritance hierarchy, and also on the work of Buszkowski and Kanazawa, who demonstrated the learnability of a k-valued Classic Categorial Grammar (which uses only the rules of function application) from strings. The CGL is able to learn a k-valued General Categorial Grammar (which uses the rules of function application, function composition and Generalised Weak Permutation). The novel concept of Sentence Objects (simple strings, augmented strings, unlabelled structures and functor-argument structures) are presented as potential points from which learning may commence. Augmented strings (which are stings augmented with some basic syntactic information) are suggested as a sensible input to the CGL as they are cognitively plausible objects and have greater information content than strings alone. Building on the work of Siskind, a method for constructing augmented strings from unordered logic forms is detailed and it is suggested that augmented strings are simply a representation of the constraints placed on the space of possible parses due to a sting’s associated semantic content. The CGL make crucial use of a statistical Memory Module (constructed from a type memory and Word Order Memory) that is used to both constrain hypotheses and handle data which is noisy or parametrically ambiguous. A consequence of the Memory Module is that the CGL learns in an incremental fashion. This echoes real child learning as documented in Brown’s Stages of Language Development and also as alluded to by an included corpus study of child speech. Furthermore, the CGL learns faster when initially presented with simpler linguistic data; a further corpus study of child-directed speech suggests that this echoes the input provided to children. The CGL is demonstrated to learn from real data. It is evaluated against previous parametric learners (the Triggering Learning Algorithm of Gibson and Wexler and the Structural Triggers Learner of Fodor and Sakas) and is found to be more efficient.

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Rodrigeuz-Sanchez, I. "Matrix models of second language vocabulary acquisition." Thesis, Swansea University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638702.

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Most of the current research in L2 vocabulary acquisition has been too focused on what it is to learn a word, and has neglected how whole vocabularies grow or decline. In general, it is assumed that vocabulary gains and losses are incremental and follow a linear progression. This thesis postulates a model which considers several discrete stages of knowledge and accounts for the unstable nature of vocabulary knowledge, where words can change from one state to any other. Matrix algebra is a tool capable to operate with such a model and produce long-term forecasts of vocabulary size. Our experimental work describes the retention and the overall growth of the vocabulary of advanced learners of Spanish. These experiments show that forecasts of vocabulary size generated by the matrix model are far more accurate than those generated by a linear model. With data from two self-rating tasks containing a large number of words completed within a given lapse we build matrices which generate forecasts of vocabulary knowledge. These forecasts highly correlate to the actual knowledge measured three and four months later. This methodology is tested with subjects of various groups, using words from different frequency bands, and different measurement scales. In addition, we indicate ways of identifying matrices likely to generate inaccurate predictions. This methodology is considered one step forward towards the establishment of a model for L2 vocabulary acquisition.

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Rahman, Atiqur. "Technological progress and technology acquisition : models with and without rivalry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0030/NQ64654.pdf.

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McCandless, Michael Kyle. "Automatic acquisition of language models for speech recognition." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/36462.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.
Includes bibliographical references (leaves 138-141).
by Michael Kyle McCanless.
M.S.

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Frank, Stella Christina. "Bayesian models of syntactic category acquisition." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/6693.

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Discovering a word’s part of speech is an essential step in acquiring the grammar of a language. In this thesis we examine a variety of computational Bayesian models that use linguistic input available to children, in the form of transcribed child directed speech, to learn part of speech categories. Part of speech categories are characterised by contextual (distributional/syntactic) and word-internal (morphological) similarity. In this thesis, we assume language learners will be aware of these types of cues, and investigate exactly how they can make use of them. Firstly, we enrich the context of a standard model (the Bayesian Hidden Markov Model) by adding sentence type to the wider distributional context.We show that children are exposed to a much more diverse set of sentence types than evident in standard corpora used for NLP tasks, and previous work suggests that they are aware of the differences between sentence type as signalled by prosody and pragmatics. Sentence type affects local context distributions, and as such can be informative when relying on local context for categorisation. Adding sentence types to the model improves performance, depending on how it is integrated into our models. We discuss how to incorporate novel features into the model structure we use in a flexible manner, and present a second model type that learns to use sentence type as a distinguishing cue only when it is informative. Secondly, we add a model of morphological segmentation to the part of speech categorisation model, in order to model joint learning of syntactic categories and morphology. These two tasks are closely linked: categorising words into syntactic categories is aided by morphological information, and finding morphological patterns in words is aided by knowing the syntactic categories of those words. In our joint model, we find improved performance vis-a-vis single-task baselines, but the nature of the improvement depends on the morphological typology of the language being modelled. This is the first token-based joint model of unsupervised morphology and part of speech category learning of which we are aware.

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Ngibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.

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The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.

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Rajah, Christopher. "Chereme-based recognition of isolated, dynamic gestures from South African sign language with Hidden Markov Models." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4979_1183461652.

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Much work has been done in building systems that can recognize gestures, e.g. as a component of sign language recognition systems. These systems typically use whole gestures as the smallest unit for recognition. Although high recognition rates have been reported, these systems do not scale well and are computationally intensive. The reason why these systems generally scale poorly is that they recognize gestures by building individual models for each separate gesture
as the number of gestures grows, so does the required number of models. Beyond a certain threshold number of gestures to be recognized, this approach become infeasible. This work proposed that similarly good recognition rates can be achieved by building models for subcomponents of whole gestures, so-called cheremes. Instead of building models for entire gestures, we build models for cheremes and recognize gestures as sequences of such cheremes. The assumption is that many gestures share cheremes and that the number of cheremes necessary to describe gestures is much smaller than the number of gestures. This small number of cheremes then makes it possible to recognized a large number of gestures with a small number of chereme models. This approach is akin to phoneme-based speech recognition systems where utterances are recognized as phonemes which in turn are combined into words.

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Brook, Sapoty, and mikewood@deakin edu au. "A physical theory of organisation and consequent neural model of spatio-temporal pattern acquisition." Deakin University. School of Architecture and Engineering, 1987. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.121850.

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A neurone model (the FORMON) is proposed which provides a mathematical explanation for a range of psychological phenomena and has potential in Artificial Intelligence applications. A general definition of organisation in terms of entropy and information is formulated. The concept of microcodes is introduced to describe the physical nature of organisation. Spatio-temporal pattern acquisition and processing functions attributable to individual neurones are reviewed. The criterion for self-organisation in a neurone is determined as the maximisation of mutual organisation. A feedback control system is proposed to satisfy this criterion and provide an integrated long-term memory of spatio-temporal pattern. This pattern acquisition system is shown to be applicable to dendritic pattern recognition and axonal pattern generation. Provision is also made for adaptation, short-term memory and operant learning. An electro-chemical model of transmission and processing of neural signals is outlined to provide the pattern acquisition functions of the Formon model. A transverse magnetic mode of electrotonic propagation is postulated in addition to the transverse electromagnetic mode. Configurations of the Formon are categorised in terms of possible pattern processing functions. Connective architectures are proposed as self-organising models of acquisitive semantic and syntactic networks.

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Orr, Thomas Kevin. "Models of professional writing practices within the field of computer science." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019483.

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Twenty-five computer scientists representing thirteen language groups at a highly respected university in Japan were surveyed and interviewed to identify the English writing products and processes characteristic of their professional work. Twenty-two major genres were identified and grouped according to purpose. Fourteen significant contextual factors that affected writing production and, ultimately, success in the field of computer science were also identified. Several models were proposed to provide an overview of the writing practices and products potentially illustrative of writing in the computer science field.In the second research phase, two detailed case studies were conducted involving one native and one non-native speaker of English to identify how English language proficiency affected professional practice. Efficiency was a major concern for both subjects but employed different strategies to make their work as efficient and productive as possible.The native speaker, for example, employed skillful use of the computer to gather, create, and store data that could be efficiently "chunked" and assembled into papers, either for publication or for obtaining valuable feedback from other professionals. The subject also thought a great deal about the expectations of his readers as well as the referees and editors who judged the quality of his work. He also revised his work extensively and recruited other professionals locally and abroad to assist him in refining his texts.The non-native speaker employed many of the same computer strategies for gathering and managing information; however, the added difficulty of functioning professionally in English severely limited his work pace and left too little time before deadlines to revise or solicit the amount of feedback he desired from his peers. His most effective strategy was co-authoring papers with native speakers of English who could handle most of the final editing and revising.In the final chapter, results of the surveys, interviews, and case studies were illustrated graphically in an algorithmic flowchart of professional writing practice, and educational applications for writing instruction as well as recommendations for additional research were also suggested
Department of English

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Books on the topic "Language acquisition – Mathematical models"

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Berwick, Robert C. The acquisition of syntactic knowledge. Cambridge, Mass: MIT Press, 1985.

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Titone, Renzo. Theoretical models and research methods in the study of second-language acquisition. Toronto: Centro Canadese Scuola e Cultura Italiana, 1988.

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Dakowska, Maria. Models of language use and language learning in the theory of language didactics. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 1995.

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Models of language use and language learning in the theory of language didactics. Frankfurt am Main: Peter Lang, 1996.

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Complexity, language, and life: Mathematical approaches. Berlin: Springer-Verlag, 1986.

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Dang, Tri Vi. Essays on information acquisition. Mannheim: Universität Mannheim?, 2005.

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Perspectives on formulaic language: Acquisition and communication. London: Continuum, 2010.

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Stevenson, Rosemary J. Models of language development. Milton Keynes [England]: Open University Press, 1988.

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Kotlikoff, Laurence J. On the general relativity of fiscal language. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Fomichov, Vladimir A. Semantics-oriented natural language processing: Mathematical models and algorithms. New York: Springer, 2010.

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Book chapters on the topic "Language acquisition – Mathematical models"

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Meaney, Tamsin, Tony Trinick, and Uenuku Fairhall. "“They Don’t Use the Words Unless You Really Teach Them”: Mathematical Register Acquisition Model." In Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms, 199–224. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1994-1_10.

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Yang, Charles. "Computational Models of Language Acquisition." In Studies in Theoretical Psycholinguistics, 119–54. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1688-9_4.

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Wintner, Shuly. "Computational Models of Language Acquisition." In Computational Linguistics and Intelligent Text Processing, 86–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12116-6_8.

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Meduna, Alexander, and Ondřej Soukup. "Mathematical Background." In Modern Language Models and Computation, 3–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63100-4_1.

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Alishahi, Afra. "Computational Models of Language Learning." In Computational Modeling of Human Language Acquisition, 11–24. Cham: Springer International Publishing, 2011. http://dx.doi.org/10.1007/978-3-031-02140-4_2.

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Savitch, Walter J. "Computational complexity in language models." In Issues in Mathematical Linguistics, 183. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sfsl.47.11sav.

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Oudeyer, Pierre-Yves, George Kachergis, and William Schueller. "Computational and Robotic Models of Early Language Development." In International Handbook of Language Acquisition, 76–101. New York, NY: Routledge, [2019] | Series: Routledge: Routledge, 2019. http://dx.doi.org/10.4324/9781315110622-5.

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Cheung, Bruce S. N., and Robert C. Uzgalis. "Evaluating Language Acquisition Models — A Common Framework." In Intelligent Systems Third Golden West International Conference, 135–41. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-7108-3_15.

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Wilensky, Robert. "Knowledge Acquisition and Natural Language Processing." In Foundations of Knowledge Acquisition: Cognitive Models of Complex Learning, 309–36. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4615-3172-2_9.

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Li, Ping, and Xiaowei Zhao. "Chapter 9. Connectionist models of second language acquisition." In Contemporary Approaches to Second Language Acquisition, 177–98. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/aals.9.12ch9.

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Conference papers on the topic "Language acquisition – Mathematical models"

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MITTAL, SHASHI, and HARISH KARNICK. "LEARNING MODELS FOR LANGUAGE ACQUISITION." In Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0029.

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Kita, Kenji, Yoshikazu Fukui, Masaaki Nagata, and Tsuyoshi Morimoto. "Automatic acquisition of probabilistic dialogue models." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-50.

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Nevens, Jens, and Michael Spranger. "Computational models of tutor feedback in language acquisition." In 2017 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2017. http://dx.doi.org/10.1109/devlrn.2017.8329811.

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Sethy, Abhinav, Panayiotis G. Georgiou, and Shrikanth Narayanan. "Text data acquisition for domain-specific language models." In the 2006 Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1610075.1610129.

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McCandless, Michael K., and James R. Glass. "Empirical acquisition of language models for speech recognition." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-223.

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Black, William J. "Acquisition of conceptual data models from natural language descriptions." In the third conference. Morristown, NJ, USA: Association for Computational Linguistics, 1987. http://dx.doi.org/10.3115/976858.976897.

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Turchenko, Iryna, Volodymyr Kochan, and Anatoly Sachenko. "Recognition of MPS Output Signal Described by Different Mathematical Models." In 2005 IEEE Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications. IEEE, 2005. http://dx.doi.org/10.1109/idaacs.2005.282947.

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Brychcin, Tomas, and Miloslav Konopik. "Morphological based language models for inflectional languages." In 2011 IEEE 6th International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS). IEEE, 2011. http://dx.doi.org/10.1109/idaacs.2011.6072829.

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"Children as Models for Computers: Natural Language Acquisition for Machine Learning." In AI Methods for Interdisciplinary Research in Language and Biology. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003309300670076.

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Sakas, William Gregory. "A word-order database for testing computational models of language acquisition." In the 41st Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1075096.1075149.

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