scholarly journals Connectives Acquisition in a Humanoid Robot Based on an Inductive Learning Language Acquisition Model

10.5772/6722 ◽  
2009 ◽  
Author(s):  
Dai Hasegawa ◽  
Rafal Rzepka ◽  
Kenji Araki
Keyword(s):  
Language Acquisition ◽  
Humanoid Robot ◽  
Inductive Learning ◽  
Learning Language

Which came first: Infants learning language or motherese?

2004 ◽  
Vol 27 (4) ◽  
pp. 505-506 ◽  
Author(s):  
Heather Bortfeld
Keyword(s):  
Language Acquisition ◽  
Word Recognition ◽  
Language Learning ◽  
Learning Process ◽  
Building Blocks ◽  
Speech Segmentation ◽  
Learning Language

Although motherese may facilitate language acquisition, recent findings indicate that not all aspects of motherese are necessary for word recognition and speech segmentation, the building blocks of language learning. Rather, exposure to input that has prosodic, phonological, and statistical consistencies is sufficient to jump-start the learning process. In light of this, the infant-directedness of the input might be considered superfluous, at least insofar as language acquisition is concerned.

Induction in a modular learner

2002 ◽  
Vol 18 (3) ◽  
pp. 224-249 ◽  
Author(s):  
Susanne E. Carroll
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Concept Learning ◽  
Inductive Learning ◽  
Learning Theories ◽  
Language Faculty ◽  
Hypothesis Formation ◽  
Linguistic Categories ◽  
Linguistic Units

This paper presents a theory of inductive learning (i-learning), a form of induction which is neither concept learning nor hypothesis-formation, but rather which takes place within the autonomous and modular representational systems (levels of representation) of the language faculty. The theory is called accordingly the Autonomous Induction Theory. Second language acquisition (SLA) is conceptualized in this theory as:• learning linguistic categories from universal and potentially innate featural primitives;• learning configurations of linguistic units; and• learning correspondences of configurations across the autonomous levels.Here I concentrate on the problem of constraining learning theories and argue that the Autonomous Induction Theory is constrained enough to be taken seriously as a plausible approach to explaining second language acquisition.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

The Historian on Language: Ibn Khaldun and the Communicative Learning Approach

2003 ◽  
Vol 37 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Ghada Osman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Arabic Language ◽  
The Political ◽  
Learning Approach ◽  
Ibn Khaldun ◽  
Depth Of Knowledge ◽  
Islamic Tradition ◽  
Learning Language

Long regarded as a landmark historian, sociologist and philosopher, Ibn Khaldun has entered Islamic tradition as a giant figure of learning. His Muqaddimah marked the earliest attempt by any historian to build a framework to explain the political and social structure of civilization. While much has been written about his views on history and society, very little recognition has been granted to his writings on the Arabic language. Ibn Khaldun dedicated the last third of his Muqaddimah to the study of language, yet this portion of his work has been barely examined by scholars. This is all the more unfortunate since an examination of his work reveals a remarkable depth of knowledge and learning. A study of Ibn Khaldun's views on language exposes a “cutting-edge” approach, one that is in line with the most current thought on contemporary second language acquisition. Rather than promoting language learning through grammar, Ibn Khaldun projected a vision embraced by linguists today. Advocating learning language through conversation, Ibn Khaldun was one of the earliest supporters of communicative language learning.

Language acquisition is model-based rather than model-free

2016 ◽  
Vol 39 ◽  
Author(s):  
Felix Hao Wang ◽  
Toben H. Mintz
Keyword(s):  
Language Acquisition ◽  
Empirical Evidence ◽  
General Purpose ◽  
Model Based ◽  
Model Free ◽  
Prediction Mechanism ◽  
Learning Language ◽  
Theoretical Considerations

AbstractChristiansen & Chater (C&C) propose that learning language is learning to process language. However, we believe that the general-purpose prediction mechanism they propose is insufficient to account for many phenomena in language acquisition. We argue from theoretical considerations and empirical evidence that many acquisition tasks are model-based, and that different acquisition tasks require different, specialized models.

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