Second language acquisition and creolization

Mather, Patrick-André

doi:10.1075/jpcl.21.2.01mat

Cited by 42 publications

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“…However, this conclusion seems at odds with at least some of the literature on language change and creolization, which emphasises the role of adult learner/users (e.g. Croft, 2000;Mather, 2006). The experimental studies discussed above explore the changes in linguistic systems arising from individual processes of acquisition.…”

Section: Introductionmentioning

confidence: 99%

Eliminating unpredictable variation through iterated learning

2010

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Human languages may be shaped not only by the (individual psychological) processes of language acquisition, but also by population-level processes arising from repeated language learning and use. One prevalent feature of natural languages is that they avoid unpredictable variation. The current work explores whether linguistic predictability might result from a process of iterated learning in simple diffusion chains of adults. An iterated artificial language learning methodology was used, in which participants were organized into diffusion chains: the first individual in each chain was exposed to an artificial language which exhibited unpredictability in plural marking, and subsequent learners were exposed to the language produced by the previous learner in their chain. Diffusion chains, but not isolate learners, were found to cumulatively increase predictability of plural marking by lexicalising the choice of plural marker. This suggests that such gradual, cumulative population-level processes offer a possible explanation for regularity in language.

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Section: Introductionmentioning

confidence: 99%

Eliminating unpredictable variation through iterated learning

2010

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“…Simplificação: presença de formas reduzidas e regularizadas (KLEIN; PERDUE, 1997;MATHER, 2000MATHER, , 2006SIEGEL, 2004) Em essência, embora a GU e questões processuais independentes da L1 do aprendiz estejam envolvidas nos fatores 1 e 3, também pode estar implicada neles a influência da L1: na saliência e na transparência semântica, no fator 1; e na impossibilidade de adquirir categorias funcionais novas/diferentes, no fator 3. Ao mesmo tempo, consideramos pertinentes os fatos aportados pelos recentes estudos da aquisição L1 da morfologia de PL no PB, que apontam para o papel central das classes morfológicas fechadas (closed class morphemes) pré-nominais na orientação do desenvolvimento do sistema de PL (CORRÊA; AUGUSTO; FERRARI-NETO, 2005).…”

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O Português Afro-Brasileiro

Lucchesi¹,

Baxter²,

Ribeiro³

2009

125

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Organizado pelos professores Dante Lucchesi e Ilza Ribeiro, da Universidade Federal da Bahia, e pelo professor Allan Baxter, da Universidade de Macau, teve a colaboração de vários autores, professores de outras universidades do mesmo Estado, além de mestres, doutores e pós-graduandos, em geral oriundos daquela mesma universidade, integrantes do grupo de pesquisa ali constituído, e que vêm se dedicando ao estudo da realidade lingüística brasileira. Baseado na análise de amostras da fala de algumas comunidades rurais afro-brasileiras isoladas, no caso, quatro comunidades do Estado da Bahia - Helvécia, Cinzento, Rio de Contas e Sapé -, o livro apresenta os resultados obtidos pela aplicação de modelos teóricos que transitam da gerativa, de princípios e parâmetros, à sociolingüística variacionista, dentro daquela linha fecunda inaugurada pelo Prof. Tarallo nos anos oitenta.Dividido em duas partes, são apresentados, na primeira, os fundamentos teóricos e metodológicos nos quais se baseou a pesquisa e também o contexto sócio histórico das comunidades analisadas. Na segunda parte, são isolados dezesseis 'pontos-diagnósticos' (apropriando-me da expressão utilizada pelo Professor Aryon Rodrigues em sua análise comparativa das línguas tupi-guarani), pelos quais se pode tanto esboçar um retrato das variedades vernáculas das comunidades pesquisadas, quanto levantar hipóteses, já mais bem fundadas, sobre a história do contato do português com as línguas africanas em território brasileiro.

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“…In fact, it has been argued that under some circumstances, adults regularized as often or even more than children (Moran & McCullers, ; Stevenson & Hoving, ; Weir, ). It has been proposed that creolization occurs due to cohorts of adult learners (Arends, ; Mather, ). Regularization is at the basis of the iterated learning paradigm, in which one learner's output is given as input to the next learner, in a chain‐like fashion.…”

Section: Discussionmentioning

confidence: 99%

Object‐Label‐Order Effect When Learning From an Inconsistent Source

Komarova

2019

Cognitive Science

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Learning in natural environments is often characterized by a degree of inconsistency from an input. These inconsistencies occur, for example, when learning from more than one source, or when the presence of environmental noise distorts incoming information; as a result, the task faced by the learner becomes ambiguous. In this study, we investigate how learners handle such situations. We focus on the setting where a learner receives and processes a sequence of utterances to master associations between objects and their labels, where the source is inconsistent by design: It uses both “correct” and “incorrect” object‐label pairings. We hypothesize that depending on the order of presentation, the result of the learning may be different. To this end, we consider two types of symbolic learning procedures: the Object‐Label (OL) and the Label‐Object (LO) process. In the OL process, the learner is first exposed to the object, and then the label. In the LO process, this order is reversed. We perform experiments with human subjects, and also construct a computational model that is based on a nonlinear stochastic reinforcement learning algorithm. It is observed experimentally that OL learners are generally better at processing inconsistent input compared to LO learners. We show that the patterns observed in the learning experiments can be reproduced in the simulations if the model includes (a) an ability to regularize the input (and also to do the opposite, i.e., undermatch) and (b) an ability to take account of implicit negative evidence (i.e., interactions among different objects/labels). The model suggests that while both types of learners utilize implicit negative evidence in a similar way, there is a difference in regularization patterns: OL learners regularize the input, whereas LO learners undermatch. As a result, OL learners are able to form a more consistent system of image‐utterance associations, despite the ambiguous learning task.

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Second language acquisition and creolization

Cited by 42 publications

References 0 publications

Eliminating unpredictable variation through iterated learning

Eliminating unpredictable variation through iterated learning

O Português Afro-Brasileiro

Object‐Label‐Order Effect When Learning From an Inconsistent Source

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