A cognitively plausible model for grammar induction

Authors

  • Roni Katzir Tel Aviv University

Keywords:

Universal Grammar, learning, Minimum Description Length

Abstract

This paper aims to bring theoretical linguistics and cognition-general theories of learning into closer contact. I argue that linguists' notions of rich UGs are well-founded, but that cognition-general learning approaches are viable as well and that the two can and should co-exist and support each other. Specifically, I use the observation that any theory of UG provides a learning criterion -- the total memory space used to store a grammar and its encoding of the input -- that supports learning according to the principle of Minimum Description-Length. This mapping from UGs to learners maintains a minimal ontological commitment: the learner for a particular UG uses only what is already required to account for linguistic competence in adults. I suggest that such learners should be our null hypothesis regarding the child's learning mechanism, and that furthermore, the mapping from theories of UG to learners provides a framework for comparing theories of UG.

DOI:

https://doi.org/10.15398/jlm.v2i2.85

Full article

Author Biography

Roni Katzir, Tel Aviv University

Lecturer, Department of Linguistics and Sagol School of Neuroscience

Published

2015-01-09

How to Cite

Katzir, R. (2015). A cognitively plausible model for grammar induction. Journal of Language Modelling, 2(2), 213–248. https://doi.org/10.15398/jlm.v2i2.85

Issue

Section

Articles