According to a “selective” (as opposed to “instructive”) model of human language capacity, people come to know more than they experience. The discrepancy between experience and eventual capacity (the “poverty of the stimulus”) is bridged by genetically provided information. Hence any hypothesis about the linguistic genotype (or “Universal Grammar,” UG) has consequences for what experience is needed and what form people's mature capacities (or “grammars”) will take. This BBS target article discusses the “trigger experience,” that is, the experience that actually (...) affects a child's linguistic development. It is argued that this must be a subset of a child's total linguistic experience and hence that much of what a child hears has no consequence for the form of the eventual grammar. UG filters experience and provides an upper bound on what constitutes the triggering experience. This filtering effect can often be seen in the way linguistic capacity can change between generations. Children only need access to robust structures of minimal (“degree-0”) complexity. Everything can be learned from simple, unembedded “domains” (a grammatical concept involved in defining an expression's logical form). Children do not need access to more complex structures. (shrink)

Rumelhart and McClelland's chapter about learning the past tense created a degree of controversy extraordinary even in the adversarial culture of modern science. It also stimulated a vast amount of research that advanced the understanding of the past tense, inflectional morphology in English and other languages, the nature of linguistic representations, relations between language and other phenomena such as reading and object recognition, the properties of artificial neural networks, and other topics. We examine the impact of the Rumelhart and McClelland (...) model with the benefit of 25 years of hindsight. It is not clear who “won” the debate. It is clear, however, that the core ideas that the model instantiated have been assimilated into many areas in the study of language, changing the focus of research from abstract characterizations of linguistic competence to an emphasis on the role of the statistical structure of language in acquisition and processing. (shrink)

We argue that an adequate treatment of verb phrase anaphora must depart in two major respects from the standard approaches. First of all, VP anaphors cannot be resolved by simply identifying the anaphoric VP with an antecedent VP. The resolution process must establish a syntactic/semantic parallelism between larger units that the VPs occur in. Secondly, discourse structure has a significant influence on the reference possibilities of VPA. This influence must be accounted for.We propose a treatment which meets these requirements. It (...) builds on a discourse grammar which characterizes discourse cohesion by means of a syntactic/semantic matching procedure which recognizes parallel structures in discourse. It turns out that this independently motivated procedure yields the resolution of VPA as a side effect. (shrink)

We argue that an adequate treatment of verb phrase anaphora must depart in two major respects from the standard approaches. First of all, VP anaphors cannot be resolved by simply identifying the anaphoric VP with an antecedent VP. The resolution process must establish a syntactic/semantic parallelism between larger units that the VPs occur in. Secondly, discourse structure has a significant influence on the reference possibilities of VPA. This influence must be accounted for. We propose a treatment which meets these requirements. (...) It builds on a discourse grammar which characterizes discourse cohesion by means of a syntactic/semantic matching procedure which recognizes parallel structures in discourse. It turns out that this independently motivated procedure yields the resolution of VPA as a side effect. (shrink)

Cognitive Science, Volume 45, Issue 11, November 2021.