Articlehybrid1988

The relation between linguistic structure and associative theories of language learning—A constructive critique of some connectionist learning models

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Language Development and Disorders Syntax, Semantics, Linguistic Variation Neurobiology of Language and Bilingualism

Abstract

Recently proposed connectionist models of acquired linguistic behaviors have linguistic rule-based representations built in. Similar connectionist models of language acquisition have arbitrary devices and architectures which make them mimic the effect of rules. Connectionist models in general are not well-suited to account for the acquisition of structural knowledge, and require predetermined structures even to simulate basic linguistic facts. Such models are more appropriate for describing the formation of complex associations between structures which are independently represented. This makes connectionist models potentially important tools in studying the relations between frequent behaviors and the structures underlying knowledge and representations. At the very least, such models may offer computationally powerful ways of demonstrating the limits of associationistic descriptions of behavior. Les modéles connexionnistes des conduites linguistiques acquises qui ontétérécemment proposés, incorporent en fait des représentations linguistiques fondées sur un systéme de régles. Des modéles connexionnistes similaires pour l'acquisition du langage possédent de méme un appareillage et une architecture ad hoc qui leur fait mimer les effets des régles. Les modéles connexionnistes en général ne sont pas adéquats pour rendre compte de l'acquisition de connaissances structurelles: ils nécessitent des structures prédéterminées, méme pour simuler des faits linguistiquesélémentaires. De tels modéles sont plus appropriés pour décrire la formation d'associations complexes entre des structures qui sont déjáreprésentées de maniére indépendante. Ceci rend les modéles connexionnistes des outils potentiellement importants pourétudier les relations entre des conduites fréquentes et les structures qui sous-tendent les connaissances et les représentations. Ces modéles peuvent offrir de puissants moyens imformatiques pour démontrer les limites d'une description associationiste des conduites.

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References

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Cited by

1998Rethinking Eliminative Connectionism 1993Structure and Content in Language Production: A Theory of Frame Constraints in Phonological Speech Errors 2005How Children Learn Language 1993Answering the connectionist challenge: a symbolic model of learning the past tenses of English verbs 1999Grammar-based connectionist approaches to language

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