Journal articles: 'Language acquisition – Mathematical models'

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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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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.

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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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Abstract. 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.

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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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Pecoraro, Fabrizio, Fabrizio L. Ricci, Fabrizio Consorti, Daniela Luzi, and Oscar Tamburis. "The Friendly Health Issue Network to Support Computer-Assisted Education for Clinical Reasoning in Multimorbidity Patients." Electronics 10, no. 17 (August 27, 2021): 2075. http://dx.doi.org/10.3390/electronics10172075.

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Clinical reasoning in multimorbidity conditions asks for the ability to anticipate the possible evolutions of the overall health state of a patient and to identify the interactions among the concurrent health issues and their treatments. The HIN (Health Issue Network) approach, as Petri Nets-based formal language, is introduced as capable of providing a novel perspective to facilitate the acquisition of such competencies, graphically representing the network among a set of health issues (HIs) that affect a person throughout their life, and describing how HIs evolve over time. The need to provide a more immediate user-oriented interface has led to the development of f-HIN (friendly HIN), a lighter version based on the same mathematical properties as HIN, from which stems in turn the f-HINe (friendly HIN extracted) model, used to represent networks related to either real patients’ clinical experiences extracted from electronic health records, or from teacher-designed realistic clinical histories. Such models have also been designed to be embedded in a software learning environment that allows drawing a f-HIN diagram, checking for its format correctness, as well as designing clinical exercises for the learners, including their computer-assisted assessment. The present paper aims at introducing and discussing the f-HIN/f-HINe models and their educational use. It also introduces the main features of the software learning environment it was built upon, pointing out its importance to: (i) help medical teachers in designing and representing the context of a learning outcome; and (ii) handle the complex history of a multimorbidity patient, to be conveyed in Case-Based Learning (CBL) exercises.

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HUET, GÉRARD. "Special issue on ‘Logical frameworks and metalanguages’." Journal of Functional Programming 13, no. 2 (March 2003): 257–60. http://dx.doi.org/10.1017/s0956796802004549.

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There is both a great unity and a great diversity in presentations of logic. The diversity is staggering indeed – propositional logic, first-order logic, higher-order logic belong to one classification; linear logic, intuitionistic logic, classical logic, modal and temporal logics belong to another one. Logical deduction may be presented as a Hilbert style of combinators, as a natural deduction system, as sequent calculus, as proof nets of one variety or other, etc. Logic, originally a field of philosophy, turned into algebra with Boole, and more generally into meta-mathematics with Frege and Heyting. Professional logicians such as Gödel and later Tarski studied mathematical models, consistency and completeness, computability and complexity issues, set theory and foundations, etc. Logic became a very technical area of mathematical research in the last half century, with fine-grained analysis of expressiveness of subtheories of arithmetic or set theory, detailed analysis of well-foundedness through ordinal notations, logical complexity, etc. Meanwhile, computer modelling developed a need for concrete uses of logic, first for the design of computer circuits, then more widely for increasing the reliability of sofware through the use of formal specifications and proofs of correctness of computer programs. This gave rise to more exotic logics, such as dynamic logic, Hoare-style logic of axiomatic semantics, logics of partial values (such as Scott's denotational semantics and Plotkin's domain theory) or of partial terms (such as Feferman's free logic), etc. The first actual attempts at mechanisation of logical reasoning through the resolution principle (automated theorem proving) had been disappointing, but their shortcomings gave rise to a considerable body of research, developing detailed knowledge about equational reasoning through canonical simplification (rewriting theory) and proofs by induction (following Boyer and Moore successful integration of primitive recursive arithmetic within the LISP programming language). The special case of Horn clauses gave rise to a new paradigm of non-deterministic programming, called Logic Programming, developing later into Constraint Programming, blurring further the scope of logic. In order to study knowledge acquisition, researchers in artificial intelligence and computational linguistics studied exotic versions of modal logics such as Montague intentional logic, epistemic logic, dynamic logic or hybrid logic. Some others tried to capture common sense, and modeled the revision of beliefs with so-called non-monotonic logics. For the careful crafstmen of mathematical logic, this was the final outrage, and Girard gave his anathema to such “montres à moutardes”.

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Morikawa, Hiromi. "Computer models of language acquisition." Computers in Human Behavior 4, no. 2 (January 1988): 133–45. http://dx.doi.org/10.1016/0747-5632(88)90022-2.

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Antonets, Vladimir. "Postulates of the cognitive theory of thinking and their consequences." Izvestiya VUZ. Applied Nonlinear Dynamics 30, no. 4 (August 1, 2022): 480–94. http://dx.doi.org/10.18500/0869-6632-2022-30-4-480-494.

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Purpose of the work is to create a theoretical model of the thinking process, considered as a set of operations for the formation of cognitive generalizations of the level of categories (concepts). Method for creating a theoretical model is based on the approach used in natural sciences. It involves the selection of a small number of reliable facts, which are accepted as true on the basis of their evidence. On the basis of these facts, established in various scientific disciplines, the axioms of the proposed theory are formulated. Further, from the accepted axioms, they are logically deduced in the form of consequences: a) already known results that could be obtained in various fields of science, including those differing in the content of research, and therefore previously perceived as not related to each other; b) predictions of new connections and patterns in the study area. Results of the work are that it was possible to propose a version of the postulate dynamic theory of thinking, in which the main variables are the number of concepts formed, lost, realized and unconscious by the subject. The introduced postulates and variables made it possible to consider two types of models at the moment. Balanced integrodifferential models that describe the accumulation of the volume of conscious and unconscious concepts, as well as combinatorial models that describe the interactions of concepts. Conclusion. The proposed version of the dynamic thinking model made it possible to construct reasonable theoretical descriptions of the process of spontaneous language acquisition by bilingual children in a bilingual environment and a person’s ability to compare semantically heterogeneous objects with each other. The logical scheme of the approach and the concepts used in it made it possible to connect some facts known in psychology and in an explicitly compact formulation of the difference in the structure of scientific and artistic generalizations of the picture of the world.

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Chang, Tyler A., and Benjamin K. Bergen. "Word Acquisition in Neural Language Models." Transactions of the Association for Computational Linguistics 10 (2022): 1–16. http://dx.doi.org/10.1162/tacl_a_00444.

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Abstract We investigate how neural language models acquire individual words during training, extracting learning curves and ages of acquisition for over 600 words on the MacArthur-Bates Communicative Development Inventory (Fenson et al., 2007). Drawing on studies of word acquisition in children, we evaluate multiple predictors for words’ ages of acquisition in LSTMs, BERT, and GPT-2. We find that the effects of concreteness, word length, and lexical class are pointedly different in children and language models, reinforcing the importance of interaction and sensorimotor experience in child language acquisition. Language models rely far more on word frequency than children, but, like children, they exhibit slower learning of words in longer utterances. Interestingly, models follow consistent patterns during training for both unidirectional and bidirectional models, and for both LSTM and Transformer architectures. Models predict based on unigram token frequencies early in training, before transitioning loosely to bigram probabilities, eventually converging on more nuanced predictions. These results shed light on the role of distributional learning mechanisms in children, while also providing insights for more human-like language acquisition in language models.

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Brown, P., F. Jelinek, J. Lafferty, R. Mercer, and S. Roukos. "Acquisition of language models from text." Journal of the Acoustical Society of America 92, no. 4 (October 1992): 2367–68. http://dx.doi.org/10.1121/1.404864.

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Cirillo, Michelle, Katherine Richardson Bruna, and Beth Herbel-Eisenmann. "Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners." Multicultural Perspectives 12, no. 1 (February 26, 2010): 34–41. http://dx.doi.org/10.1080/15210961003641385.

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Suzuki, Motoyuki, Shozo Makino, and Hirotomo Aso. "Acquisition of language models based on HMnet." Journal of the Acoustical Society of America 100, no. 4 (October 1996): 2757–58. http://dx.doi.org/10.1121/1.416330.

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HAHN, ULRIKE. "Language acquisition also needs non-connectionist models." Journal of Child Language 26, no. 1 (February 1999): 217–60. http://dx.doi.org/10.1017/s0305000998283747.

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Rethinking innateness is a timely volume which forcefully demonstrates the importance of modelling in understanding development, ‘innateness’, and the nature of change. It provides an inspiring vision of what developmental psychology could one day be like, linking behaviour and biology via connectionist models. However, Rispoli's worry about the book's potential for detrimental polarization does not seem unfounded. One aspect of the book that deserves comment in this respect is the focus on connectionism to the exclusion of other types of model. It is unclear from Rethinking innateness itself whether this exclusion of other approaches merely stems from the legitimate desire to write a focused book, or whether it possibly reflects an actively held view that connectionism is the one true approach to modelling development. Regardless of the authors' intentions, the role of connectionism in relation to other computational approaches is an issue which is particularly pertinent to the study of language acquisition.To clarify straightaway, I not only concur with Elman et al. on the central role of modelling, but also strongly believe that the task of the cognitive scientist is not complete until one has an account of how a particular process is realised in a neural architecture. These two commitments give connectionist models a central role. But they do not make connectionism the exclusive modelling tool for the study of language acquisition, nor necessarily the best path to currently pursue. The reasons for this are twofold.The first is a matter of research strategy. It is possible that more rapid progress and greater success might be made if one starts with high-level models which give less immediate regard to matters of implementation.

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Chater, Nick, and Christopher D. Manning. "Probabilistic models of language processing and acquisition." Trends in Cognitive Sciences 10, no. 7 (July 2006): 335–44. http://dx.doi.org/10.1016/j.tics.2006.05.006.

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McLaughlin, Barry, and Michael Harrington. "Second-Language Acquisition." Annual Review of Applied Linguistics 10 (March 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.

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O'Donnell, Timothy J., Marc D. Hauser, and W. Tecumseh Fitch. "Using mathematical models of language experimentally." Trends in Cognitive Sciences 9, no. 6 (June 2005): 284–89. http://dx.doi.org/10.1016/j.tics.2005.04.011.

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Jaensch, Carol. "Third language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (February 25, 2013): 73–93. http://dx.doi.org/10.1075/lab.3.1.04jae.

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Up until around ten years ago, third language acquisition (L3A) research was generally subsumed under the umbrella term of second language acquisition (L2A). In this short space of time, however, L3A has established itself as an independent strand of linguistic research, providing an invaluable source of information into language and language acquisition. This paper emphasises the crucial differences between L2A and L3A. It provides a snapshot of the current state of cognitive research into L3A, discussing studies in the domains of morphology, syntax, phonology and lexicon. Recently proposed (specific L3) generative models are discussed, such as Cumulative Enhancement Model (Flynn, Foley & Vinnitskaya, 2004), L2 Status Factor (Bardel & Falk, 2007) and Typological Primacy Model (Rothman, 2011) together with an alternative proposal (Contextual Complexity Hypothesis, Hawkins & Casillas, 2007). Finally this paper highlights the gaps in our knowledge and the direction for future research in this fast-growing area of research.

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Bay-Williams, Jennifer M., and Stefanie Livers. "Supporting Math Vocabulary Acquisition." Teaching Children Mathematics 16, no. 4 (November 2009): 238–46. http://dx.doi.org/10.5951/tcm.16.4.0238.

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Huebner, Thom. "SLA: Models and Issues." Annual Review of Applied Linguistics 9 (March 1988): 3–22. http://dx.doi.org/10.1017/s0267190500000775.

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Unlike first language acquisition, second language acquisition [SLA] is a phenomenon neither universally experienced nor uniformly successful. Yet an assumption underlying all of SLA research is that the phenomenon, whether aided by formal instruction or not, is guided by certain principles. The discovery of these principles is the over-riding goal of SLA research.

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dittmar, Norbert. "SLA Models and Issues: Acquisition of Semantics." Annual Review of Applied Linguistics 9 (March 1988): 54–71. http://dx.doi.org/10.1017/s0267190500000805.

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Semantic aspects of learner varieties have only recently gained the interest of second language acquistion [SLA] researchers. This is partly a consequence of some shifts in SLA theory and partly due to the discussion of “form” and “function” and the notions “pragmatics” and “semantics” in linguistic theory. There are two corollaries in recent SLA research: interlanguages should be described on the basis of their use in real communication situations, and the process of learning (strategies and stages in course of acquisition) should be the focus of empirical work. (For a discussion of process and product cf., Dittmar 1984.) As a matter of fact, the present standard paradigm in SLA is the description of learner varieties “outside the classroom” with a focus on “learning without explicit teaching” (also known by the somewhat misleading term undirected learning ) under natural conditions of communication with an emphasis on cross-sectional studies in the seventies (cf., Klein and Dittmar 1979) and on longi- tudinal research in the eighties (cf., Perdue 1982).

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Vogt, Paul, and Elena Lieven. "Verifying Theories of Language Acquisition Using Computer Models of Language Evolution." Adaptive Behavior 18, no. 1 (February 2010): 21–35. http://dx.doi.org/10.1177/1059712309350970.

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Gasser, Michael. "Connectionism and Universals of Second Language Acquisition." Studies in Second Language Acquisition 12, no. 2 (June 1990): 179–99. http://dx.doi.org/10.1017/s0272263100009074.

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This article examines the implications of connectionist models of cognition for second language theory. Connectionism offers a challenge to the symbolic models which dominate cognitive science. In connectionist models all knowledge is embodied in a network of simple processing units joined by connections which are strengthened or weakened in response to regularities in input patterns. These models avoid the brittleness of symbolic approaches, and they exhibit rule-like behavior without explicit rules. A connectionist framework is proposed within which hypotheses about second language acquisition can be tested. Inputs and outputs are patterns of activation on units representing both form and meaning. Learning consists of the unsupervised association of pattern elements with one another. A network is first trained on a set of first language patterns and then exposed to a set of second language patterns with the same meanings. Several simulations of constituent-order transfer within this framework are discussed.

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Petursdottir, Anna Ingeborg, and James R. Mellor. "Reinforcement Contingencies in Language Acquisition." Policy Insights from the Behavioral and Brain Sciences 4, no. 1 (December 28, 2016): 25–32. http://dx.doi.org/10.1177/2372732216686083.

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Childhood language delays and language impairments negatively impact educational outcomes and quality of life. In spite of previously prevailing views to the contrary, evidence suggests that children’s language acquisition is affected by contingent responses of caregivers and conversation partners, as well as by the other consequences of speaking. In other words, reinforcement contingencies play a role in language acquisition. Decades of ongoing research have documented how to arrange reinforcement contingencies to support acquisition of language and communication skills in children with varying degrees of language impairment. The existing expertise in this area should be leveraged in the design of service delivery models that provide opportunities for effective reinforcement contingencies to operate throughout the day and support acquisition of skills that have failed to develop through naturally occurring interactions.

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Kim, Jeung Deok. "Issues with different models of third language acquisition (TLA)." Journal of Linguistic Studies 22, no. 3 (December 31, 2017): 59–78. http://dx.doi.org/10.21291/jkals.2017.22.3.4.

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Myers, Sharon A. "Models of Language Acquisition: Inductive and Deductive Approaches (review)." Language 79, no. 2 (2003): 430. http://dx.doi.org/10.1353/lan.2003.0127.

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Walicek, Don E. "Models of Language Acquisition: Inductive and Deductive Approaches (review)." Language 81, no. 2 (2005): 513–14. http://dx.doi.org/10.1353/lan.2005.0103.

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Fink, Edward L. "Mathematical Models for Communication: An Introduction." Journal of Communication 43, no. 1 (March 1, 1993): 4–7. http://dx.doi.org/10.1111/j.1460-2466.1993.tb01245.x.

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Thornton, Rosalind. "Studies at the interface of child language and models of language acquisition." First Language 32, no. 1-2 (February 2012): 281–97. http://dx.doi.org/10.1177/0142723711403881.

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Macatuno-Nocom, Noeme. "Motivation and learning strategies on foreign language acquisition." South Florida Journal of Development 3, no. 2 (April 26, 2022): 2885–96. http://dx.doi.org/10.46932/sfjdv3n2-102.

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An imperative to global competence in 21st century education is learning foreign languages. This descriptive study identifies learners’ motivation models and language strategies related to acquisition of Mandarin as Foreign Language. It covers 279 Foreign Language learners focused on Spoken Mandarin as actual respondents, utilizing a random sampling technique. The conceptual framework presents correlations on two major variables: learning motivation models-Gardner and Dornyei, and learning strategies- direct and indirect, effective to foreign language learning. Employing survey-questionnaire as the main tool, it tested null hypotheses that learners’ learning motivation and strategy have no significant relationship on Foreign Language learning acquisition; and have no significant difference on Foreign Language learning acquisition. Statistical tools utilized include frequency count, percentage, weighted mean, standard deviation, and Spearman Rho correlation analysis. Results revealed that respondents are more motivated with respect to models, while strategies are apparently very effective. Learning motivation models and learning strategies are of average relationship, posting moderate correlation. In conclusion, it gives affirmation that learning a new language can be very effective with proper motivation, supported by the application of wide-ranging learning strategies.

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Stabler, Edward P. "Three Mathematical Foundations for Syntax." Annual Review of Linguistics 5, no. 1 (January 14, 2019): 243–60. http://dx.doi.org/10.1146/annurev-linguistics-011415-040658.

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Three different foundational ideas can be identified in recent syntactic theory: structure from substitution classes, structure from dependencies among heads, and structure as the result of optimizing preferences. As formulated in this review, it is easy to see that these three ideas are completely independent. Each has a different mathematical foundation, each suggests a different natural connection to meaning, and each implies something different about how language acquisition could work. Since they are all well supported by the evidence, these three ideas are found in various mixtures in the prominent syntactic traditions. From this perspective, if syntax springs fundamentally from a single basic human ability, it is an ability that exploits a coincidence of a number of very different things.

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PINKER, STEVEN. "Clarifying the logical problem of language acquisition." Journal of Child Language 31, no. 4 (November 2004): 949–53. http://dx.doi.org/10.1017/s0305000904006439.

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MacWhinney is to be commended for reopening questions about the logical problem of language acquisition in the light of new data and models. Unfortunately his discussion is marred by technical errors, false dichotomies, and inadequate attention to detail.

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Qi, Qiming, Ruigang Fu, Zhengzheng Shao, Ping Wang, and Hongqi Fan. "Multi-aperture optical imaging systems and their mathematical light field acquisition models." Frontiers of Information Technology & Electronic Engineering 23, no. 6 (June 2022): 823–44. http://dx.doi.org/10.1631/fitee.2100058.

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Chung, Chun Yen, Hung Yuan Chung, and Wen Tsai Sung. "Mathematical Models for the Dynamics Simulation of Tuberculosis." Applied Mechanics and Materials 418 (September 2013): 265–68. http://dx.doi.org/10.4028/www.scientific.net/amm.418.265.

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In recent years, following malaria, tuberculosis, AIDS, Novel Influenza, and other infectious diseases, have an enormous impact on the entire globe, and directly and profoundly awaken the public, making them cognitive and alert regarding emerging and re-emerging infectious diseases. For some countries or developing regions, tuberculosis is still very serious, however, the public is still unclear TB development and change a variety of factors, therefore, need a model theory of tuberculosis. In view of this, the global epidemic, scientists and statisticians hope to further develop a complete inspection and data acquisition system and is committed to the existing monitoring system, and through the establishment of mathematical models and the spread of infectious diseases dynamics of quantitative methods to facilitate the practical application and control of epidemics, trends and cost-benefit assessment, and help build disease prevention policies, evaluation and revision.

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Bannard, Colin, and Elena Lieven. "Formulaic Language in L1 Acquisition." Annual Review of Applied Linguistics 32 (March 2012): 3–16. http://dx.doi.org/10.1017/s0267190512000062.

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The recognition that speech formulas play a role in first language acquisition—that children reuse sequences of words taken directly and seemingly unanalyzed from the input—goes back to the earliest days of the field. Until fairly recently, however, such formulaic language was considered part of an early and soon-superseded stage of development. The last decade has seen the rise of a perspective on language development in which such formulas are central to language acquisition across development. According to this perspective, which is often known as theusage-based theory of language development, acquisition begins when children identify, infer a communicative function for, and start to utilize pieces of language of different sizes (single words and multiword sequences). Generalization, and as a result grammar, is an emergent property resulting from the ongoing coexistence of such sequences in a shared representational space. The growth in popularity of such an account, which represents a radical break from traditional models of grammatical development, has resulted in large part from the appearance of very large corpora of child–caregiver interactions. Such corpora have supported a new understanding of the challenges and opportunities facing the learner, as well as allowing new naturalistic analyses of children's productions and the creation of stimuli for experiments, all of which offer considerable support for the usage-based position. This article offers a review of these developments.

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PINE, JULIAN M. "Emergentism, parsimony and the development of process models of language acquisition." Journal of Child Language 27, no. 3 (October 2000): 756–58. http://dx.doi.org/10.1017/s0305000900004360.

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In their very balanced critique of emergentist approaches to language, Sabbagh & Gelman focus on two main issues. The first is the question of whether language acquisition can be explained by domain-general learning mechanisms. The second is the question of the degree of specification that emergentist models of language acquisition actually provide.

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Honcharova-Ilina, T. "THE CONCEPT OF LANGUAGE TRANSFER AND ITS ROLE IN THIRD LANGUAGE ACQUISITION MODELS." International Humanitarian University Herald. Philology 5, no. 43 (2019): 40–43. http://dx.doi.org/10.32841/2409-1154.2019.43.5.11.

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Plunkett, Kim. "Connectionists Approaches to Language Processing and Acquisition." HERMES - Journal of Language and Communication in Business 4, no. 6 (July 27, 2015): 31. http://dx.doi.org/10.7146/hjlcb.v4i6.21455.

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The degree to which the behaviour of parallel distributed processing (PDP) models approximates children's acquisition of inflectional morphology has recently been highlighted in discussion of the applicability of PDP to the study of human cognition and language. In this paper, an attempt is made to examine many of the limitations of the Rumelhart and McClelland model and adopt an empirical, comparative approach to the analysis of learning....

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Zyzik, Eve C. "Null objects in second language acquisition: grammatical vs. performance models." Second Language Research 24, no. 1 (January 2008): 65–110. http://dx.doi.org/10.1177/0267658307082982.

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Null direct objects provide a favourable testing ground for grammatical and performance models of argument omission. This article examines both types of models in order to determine which gives a more plausible account of the second language data. The data were collected from second language (L2) learners of Spanish by means of four oral production tasks and a grammaticality judgement task. The results reveal that null objects in oral production are rare events limited to pragmatically appropriate contexts, that is, when the referent is easily recoverable from preceding discourse. The results of the grammaticality judgement task indicate that beginning level learners frequently accept sentences containing null objects with specific antecedents, while more proficient learners categorically reject such argument omissions. It is suggested that lower proficiency learners may rely primarily on semantic strategies in parsing and evaluating sentences, while advanced learners are more sensitive to syntactic violations. A performance account is ultimately adopted to explain the data given the lack of a clear null object stage in development, the presence of self-corrections, and the discourse-constrained nature of object omissions.

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ZHU, Jingtao, and Anna GAVARRÓ. "Testing language acquisition models: null and overt topics in Mandarin." Journal of Child Language 46, no. 04 (April 2, 2019): 707–32. http://dx.doi.org/10.1017/s0305000919000114.

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AbstractParameter setting is either precipitous (Gibson & Wexler, 1994) or it is gradual in response to input frequency (Yang, 2002, 2004). In this study, we compare these models against the empirical domain of subject and (direct) object drop in Mandarin. We conducted a corpus-based study of the speech of 47 Mandarin-speaking children aged 1;2–6;5, and their caregivers, from the CHILDES database. The results show that before age 1;8 all the children used null subjects and null objects in a target-like fashion, which reveals that the parameter that governs null topics is set from very early on, even if the presence of disambiguating evidence for [+Null Topic] patterns is low. Besides, children's ba constructions, which require an overt object, reliably included this object from the first occurrence although its frequency was scarce in the input. Our results indicate that the setting of certain parameters occurred early independently of the input.

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Wiener, Linda. "Song learning in birds: Possible models for human language acquisition." WORD 37, no. 3 (December 1986): 159–75. http://dx.doi.org/10.1080/00437956.1986.11435775.

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Döpke, Susanne. "On the complementarity between UG and other language acquisition models." Bilingualism: Language and Cognition 4, no. 1 (April 2001): 28–30. http://dx.doi.org/10.1017/s1366728901230119.

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COLANTONI, LAURA, and JEFFREY STEELE. "Integrating articulatory constraints into models of second language phonological acquisition." Applied Psycholinguistics 29, no. 3 (July 2008): 489–534. http://dx.doi.org/10.1017/s0142716408080223.

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ABSTRACTModels such as Eckman's markedness differential hypothesis, Flege's speech learning model, and Brown's feature-based theory of perception seek to explain and predict the relative difficulty second language (L2) learners face when acquiring new or similar sounds. In this paper, we test their predictive adequacy as concerns native English speakers’ mastery of French /ʁ/ and Spanish /ɾ/. Based on an acoustic analysis of the learner data, we demonstrate that these three models do not account for the full range of variability nor for the developmental sequences attested, because they do not consider the degree of difficulty involved in the simultaneous mastery of multiple phonetic parameters across prosodic positions. Consequently, models of L2 phonological acquisition must not only integrate findings from markedness theory and speech perception but also incorporate phonetic constraints on production.

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Badru, Ademola, and Saka Owodunni. "Influence of Mathematical Language Ability and Parental." Education & Self Development 16, no. 1 (March 31, 2021): 10–20. http://dx.doi.org/10.26907/esd16.1.03.

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The development of any nation depends on its scientific and technological prowess which when pivoted on sound mathematical foundation helps acquisition of functional skills for productive contribution to society. However, students have difficulty in applying mathematical knowledge to science learning. This study investigated the influence of Mathematical Language Ability (MLA) and Students’ Parental Supports (SPS) on achievement in senior school science subjects in Ogun State. It adopted a survey research type with two research questions raised and six hypotheses formulated. Seven hundred and twenty students were randomly selected from six out of eleven public senior secondary schools purposively selected in Ijebu Ode Local Government Area, Ogun State. Three test instruments: Mathematical Language Ability Test (r = 0.85), Students’ Parental Supports Questionnaire (r = 0.75) and Students’ Achievement Test (r = 0.78) were used for data collection. Data analysis using regression analysis revealed a significant influence of MLA on students’ achievement in the core science subjects. Similarly, the result indicated significant influence of SPS on achievement in science subjects. It is recommended that science teachers should be familiar with the language of mathematics since many of the science concepts involve the use of numbers, symbols, signs and mathematical expression for problem-solving.

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Lindsay, Alan, Jonathon Read, João Ferreira, Thomas Hayton, Julie Porteous, and Peter Gregory. "Framer: Planning Models from Natural Language Action Descriptions." Proceedings of the International Conference on Automated Planning and Scheduling 27 (June 5, 2017): 434–42. http://dx.doi.org/10.1609/icaps.v27i1.13850.

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In this paper, we describe an approach for learning planning domain models directly from natural language (NL) descriptions of activity sequences. The modelling problem has been identified as a bottleneck for the widespread exploitation of various technologies in Artificial Intelligence, including automated planners. There have been great advances in modelling assisting and model generation tools, including a wide range of domain model acquisition tools. However, for modelling tools, there is the underlying assumption that the user can formulate the problem using some formal language. And even in the case of the domain model acquisition tools, there is still a requirement to specify input plans in an easily machine readable format. Providing this type of input is impractical for many potential users. This motivates us to generate planning domain models directly from NL descriptions, as this would provide an important step in extending the widespread adoption of planning techniques. We start from NL descriptions of actions and use NL analysis to construct structured representations, from which we construct formal representations of the action sequences. The generated action sequences provide the necessary structured input for inducing a PDDL domain, using domain model acquisition technology. In order to capture a concise planning model, we use an estimate of functional similarity, so sentences that describe similar behaviours are represented by the same planning operator. We validate our approach with a user study, where participants are tasked with describing the activities occurring in several videos. Then our system is used to learn planning domain models using the participants' NL input. We demonstrate that our approach is effective at learning models on these tasks.

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

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