Search results for 'Learnability' (try it on Scholar)

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  1.  6
    David Lightfoot (1989). The Child's Trigger Experience: Degree-0 Learnability. Behavioral and Brain Sciences 12 (2):321.
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  2.  17
    T. Hunter & J. Lidz (2013). Conservativity and Learnability of Determiners. Journal of Semantics 30 (3):315-334.
    A striking cross-linguistic generalisation about the semantics of determiners is that they never express non-conservative relations. To account for this one might hypothesise that the mechanisms underlying human language acquisition are unsuited to non-conservative determiner meanings. We present experimental evidence that 4- and 5-year-olds fail to learn a novel non-conservative determiner but succeed in learning a comparable conservative determiner, consistent with the learnability hypothesis.
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  3.  51
    Denis Béchet, Annie Foret & Isabelle Tellier (2007). Learnability of Pregroup Grammars. Studia Logica 87 (2-3):225 - 252.
    This paper investigates the learnability by positive examples in the sense of Gold of Pregroup Grammars. In a first part, Pregroup Grammars are presented and a new parsing strategy is proposed. Then, theoretical learnability and non-learnability results for subclasses of Pregroup Grammars are proved. In the last two parts, we focus on learning Pregroup Grammars from a special kind of input called feature-tagged examples. A learning algorithm based on the parsing strategy presented in the first part is (...)
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  4.  20
    Douglas Patterson (2005). Learnability and Compositionality. Mind and Language 20 (3):326–352.
    In recent articles Fodor and Lepore have argued that not only do considerations of learnability dictate that meaning must be compositional in the wellknown sense that the meanings of all sentences are determined by the meanings of a finite number of primitive expressions and a finite number of operations on them, but also that meaning must be 'reverse compositional' as well, in the sense that the meanings of the primitive expressions of which a complex expression is composed must be (...)
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  5.  47
    A. Gualmini & B. Schwarz (2009). Solving Learnability Problems in the Acquisition of Semantics. Journal of Semantics 26 (2):185-215.
    This paper proposes solutions to two semantic learnability problems that have featured prominently in the literature on language acquisition. Both problems have often been deemed unsolvable for language learners as a matter of logic, and they have accordingly been taken to motivate principles making sure they will not actually arise in the course of language acquisition. One problem concerns the acquisition of ambiguous sentences whose readings are related by entailment. Crain et al.'s (1994) Semantic Subset Principle is intended to (...)
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  6.  77
    Geoffrey K. Pullum (1996). Learnability, Hyperlearning, and the Poverty of the Stimulus. In J. Johnson, M. L. Juge & J. L. Moxley (eds.), Proceedings of the 22nd Annual Meeting: General Session and Parasession on the Role of Learnability in Grammatical Theory. Berkeley, California: Berkeley Linguistics Society 498-513.
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  7.  9
    Barbara Dziemidowicz-Gryz (2007). On Learnability of Restricted Classes of Categorial Grammars. Studia Logica 85 (2):153 - 169.
    In this paper we present learning algorithms for classes of categorial grammars restricted by negative constraints. We modify learning functions of Kanazawa [10] and apply them to these classes of grammars. We also prove the learnability of intersection of the class of minimal grammars with the class of k-valued grammars.
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  8.  4
    K. Higuchi & T. Kihara (2014). Inside the Muchnik Degrees I: Discontinuity, Learnability and Constructivism. Annals of Pure and Applied Logic 165 (5):1058-1114.
    Every computable function has to be continuous. To develop computability theory of discontinuous functions, we study low levels of the arithmetical hierarchy of nonuniformly computable functions on Baire space. First, we classify nonuniformly computable functions on Baire space from the viewpoint of learning theory and piecewise computability. For instance, we show that mind-change-bounded learnability is equivalent to finite View the MathML source2-piecewise computability 2 denotes the difference of two View the MathML sourceΠ10 sets), error-bounded learnability is equivalent to (...)
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  9.  4
    Ulrich Kohlenbach & Pavol Safarik (2014). Fluctuations, Effective Learnability and Metastability in Analysis. Annals of Pure and Applied Logic 165 (1):266-304.
    This paper discusses what kind of quantitative information one can extract under which circumstances from proofs of convergence statements in analysis. We show that from proofs using only a limited amount of the law-of-excluded-middle, one can extract functionals , where L is a learning procedure for a rate of convergence which succeeds after at most B-many mind changes. This -learnability provides quantitative information strictly in between a full rate of convergence and a rate of metastability in the sense of (...)
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  10.  2
    Zhixiang Chen & Steven Homer (1996). The Bounded Injury Priority Method and the Learnability of Unions of Rectangles. Annals of Pure and Applied Logic 77 (2):143-168.
    We develop a bounded version of the finite injury priority method in recursion theory. We use this to study the learnability of unions of rectangles over the domain {0, …, n − 1}d with only equivalence queries. Applying this method, we show three main results:1. The class of unions of rectangles is polynomial time learnable for constant dimension d.2. The class of unions of rectangles whose projections at some unknown dimension are pairwise-disjoint is polynomial time learnable.3. The class of (...)
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  11. Nick Chater, Alexander Clark, John A. Goldsmith & Amy Perfors (2015). Empiricism and Language Learnability. Oxford University Press Uk.
    This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability. The authors, from different backgrounds---linguistics, philosophy, computer science, psychology and cognitive science-explore the idea that language acquisition proceeds through general purpose learning mechanisms, an approach that is broadly empiricist both methodologically and psychologically. Written by four researchers in the full range of relevant fields: linguistics, psychology, computer science, and cognitive science, the book sheds light on the central problems of learnability and language, and traces (...)
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  12.  8
    Amy Perfors, Joshua B. Tenenbaum & Terry Regier (2011). The Learnability of Abstract Syntactic Principles. Cognition 118 (3):306-338.
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  13.  36
    Ansgar D. Endress, Ghislaine Dehaene-Lambertz & Jacques Mehler (2007). Perceptual Constraints and the Learnability of Simple Grammars. Cognition 105 (3):577-614.
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  14.  4
    Meinou H. de Vries, Padraic Monaghan, Stefan Knecht & Pienie Zwitserlood (2008). Syntactic Structure and Artificial Grammar Learning: The Learnability of Embedded Hierarchical Structures. Cognition 107 (2):763-774.
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  15.  1
    Anna N. Rafferty, Thomas L. Griffiths & Marc Ettlinger (2013). Greater Learnability is Not Sufficient to Produce Cultural Universals. Cognition 129 (1):70-87.
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  16. Jane Grimshaw (1987). The Components of Learnability Theory. In Jay L. Garfield (ed.), Modularity in Knowledge Representation and Natural-Language Understanding. MIT Press 207--220.
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  17. David Kirsh (1992). PDP Learnability and Innate Knowledge of Language. Connectionism 3:297-322.
    It is sometimes argued that if PDP networks can be trained to make correct judgements of grammaticality we have an existence proof that there is enough information in the stimulus to permit learning grammar by inductive means alone. This seems inconsistent superficially with Gold's theorem and at a deeper level with the fact that networks are designed on the basis of assumptions about the domain of the function to be learned. To clarify the issue I consider what we should learn (...)
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  18.  2
    Jun Lai & Fenna H. Poletiek (2011). The Impact of Adjacent-Dependencies and Staged-Input on the Learnability of Center-Embedded Hierarchical Structures. Cognition 118 (2):265-273.
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  19.  8
    Jutta L. Mueller, Jörg Bahlmann & Angela D. Friederici (2010). Learnability of Embedded Syntactic Structures Depends on Prosodic Cues. Cognitive Science 34 (2):338-349.
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  20.  8
    Robin Clark (2010). On the Learnability of Quantifiers. In Johan Van Benthem & Alice Ter Meulen (eds.), Handbook of Logic and Language, 2nd Edition.
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  21.  17
    Jun Lai & Fenna H. Poletiek (2010). The Impact of Starting Small on the Learnability of Recursion. In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society
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  22.  56
    John Tooby, Leda Cosmides & H. Clark Barrett (2005). Resolving the Debate on Innate Ideas: Learnability Constraints and the Evolved Interpenetration of Motivational and Conceptual Functions. In Peter Carruthers, Stephen Laurence & Stephen Stich (eds.), The Innate Mind: Structure and Contents. New York: Oxford University Press New York 305--337.
    In P. Carruthers, S. Laurence, & S. Stich (Eds.). The innate mind: Structure and content. (pp. 305-337). New York: Oxford University Press.
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  23.  4
    Thomas T. Hills & James S. Adelman (2015). Recent Evolution of Learnability in American English From 1800 to 2000. Cognition 143:87-92.
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  24.  2
    Denis Béchet, Annie Foret & Isabelle Tellier (2007). Learnability of Pregroup Grammars. Studia Logica 87 (2-3):225-252.
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  25.  2
    Barbara Dziemidowicz-Gryz (2007). On Learnability of Restricted Classes of Categorial Grammars. Studia Logica 85 (2):153-169.
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  26.  4
    Daniel L. Everett (2012). Breathability, Learnability, and the Illusion of Design: A Response to Haselager. Pragmatics and Cognition 20 (2):386-387.
  27. Aravind K. Joshi (1989). A Possible Mathematical Specification of “Degree-0” or “Degree-0 Plus a Little” Learnability. Behavioral and Brain Sciences 12 (2):345.
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  28.  4
    Gerhard Schurz (2015). Ostensive Learnability as a Test Criterion for Theory-Neutral Observation Concepts. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 46 (1):139-153.
    In the first part of my paper I discuss eight arguments in favour of the theory-dependence of observation: realistic content, guidance function of theories, perception as cognitive construction, expectation-dependence of perception, theory-dependence of scientific data, continuity between observational and theoretical concepts, language-dependence, and meaning holism. I argue that although these arguments make correct points, they do not exclude the existence of observations that are weakly theory-neutral in the sense that they don’t depend on acquired background knowledge. In the second part (...)
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  29.  7
    W. J. M. Levelt (1990). On Learnability, Empirical Foundations, and Naturalness. Behavioral and Brain Sciences 13 (3):501.
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  30.  18
    Dorrit Billman (1987). Language Learnability and Language Development. Mind and Language 2 (3):252-263.
  31.  6
    Harry S. Broudy (1963). Professor Kircher, Utopianism, and Learnability. Studies in Philosophy and Education 2 (4):350-355.
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  32.  6
    Heidi Waterfall & Shimon Edelman (2009). The Neglected Universals: Learnability Constraints and Discourse Cues. Behavioral and Brain Sciences 32 (5):471-472.
    Converging findings from English, Mandarin, and other languages suggest that observed may be algorithmic. First, computational principles behind recently developed algorithms that acquire productive constructions from raw texts or transcribed child-directed speech impose family resemblance on learnable languages. Second, child-directed speech is particularly rich in statistical (and social) cues that facilitate learning of certain types of structures.
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  33.  21
    Reinhard Blutner (2002). Bruce Tesar and Paul Smolensky, Learnability in Optimality Theory. Linguistics and Philosophy 25 (1):65-80.
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  34. Kenneth Wexler (1982). On Extensional Learnability. Cognition 11 (1):89-95.
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  35. Stephen Leeds (1979). Semantic primitives and learnability. Logique Et Analyse 22 (85):99.
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  36.  11
    David Kirsh (1992). PDP Learnability and Innate Knowledge of Language. In S. Davis (ed.), Connectionism: Theory and practice (Volume III of The Vancouver Studies in Cognitive Science. Oxford University Press
    It is sometimes argued that if PDP networks can be trained to make correct judgements of grammaticality we have an existence proof that there is enough information in the stimulus to permit learning grammar by inductive means alone. This seems inconsistent superficially with Gold's theorem and at a deeper level with the fact that networks are designed on the basis of assumptions about the domain of the function to be learned. To clarify the issue I consider what we should learn (...)
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  37.  5
    M. Rita Manzini (1991). Learnability and Cognition. Mind and Language 6 (4):382-385.
  38.  1
    James L. Morgan (1989). Learnability Considerations and the Nature of Trigger Experiences in Language Acquisition. Behavioral and Brain Sciences 12 (2):352.
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  39.  1
    Albert Silverstein & Richard A. Dienstbier (1968). Can the Superior Learnability of Meaningful and Pleasant Words Be Transferred to Nonsense Syllables? Journal of Experimental Psychology 78 (2p1):292.
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  40.  1
    William O'Grady (1989). Two Perspectives on Learnability. Behavioral and Brain Sciences 12 (2):354.
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  41. Marc Ettlinger Anna N. Rafferty, Thomas L. Griffiths (2013). Greater Learnability is Not Sufficient to Produce Cultural Universals. Cognition 129 (1):70.
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  42. C. L. Baker (1989). Some Observations on Degree of Learnability. Behavioral and Brain Sciences 12 (2):334.
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  43. W. Demopoulos (1989). On Applying Learnability Theory to the Rationalism-Empiricism Controversy in An Intimate Relation. Studies in the History and Philosophy of Science. Boston Studies in the Philosophy of Science 116:429-440.
     
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  44. Daniel L. Everett (2012). Breathability, Learnability, and the Illusion of Design: A Response to Haselager. Pragmatics and Cognitionpragmatics and Cognition 20 (2):386-387.
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  45. J. Johnson, M. L. Juge & J. L. Moxley (eds.) (1996). Proceedings of the 22nd Annual Meeting: General Session and Parasession on the Role of Learnability in Grammatical Theory. Berkeley, California: Berkeley Linguistics Society.
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  46. Keith R. Kluender (1998). Locus Equations Reveal Learnability. Behavioral and Brain Sciences 21 (2):273-274.
    Although neural encoding by bats and owls presents seductive analogies, the major contribution of locus equations and orderly output constraints discussed by Sussman et al. is the demonstration that important acoustic information for speech perception can be captured by elegant and neurally-plausible learning processes.
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  47. Edwin Williams (1989). Linguistic Variation and Learnability. Behavioral and Brain Sciences 12 (2):363.
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  48.  66
    Steven R. Quartz & Terrence J. Sejnowski (1997). The Neural Basis of Cognitive Development: A Constructivist Manifesto. Behavioral and Brain Sciences 20 (4):537-556.
    How do minds emerge from developing brains? According to the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: minimizes the need for prespecification in accordance (...)
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  49.  9
    Derek Bickerton (1984). The Language Bioprogram Hypothesis. Behavioral and Brain Sciences 7 (2):173.
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  50.  13
    Stephen Crain (1991). Language Acquisition in the Absence of Experience. Behavioral and Brain Sciences 14 (4):597-612.
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