Rules or Associations in the Acquisition of Morphology? The Frequency by Regularity Interaction in Human and PDP Learning of Morphosyntax

Language and Cognitive Processes

Volumn 13, Issue 2-3, 1998, Pages 307-336

  Ellis, Nick C ^a   Schmidt, Richard ^b  

^a BANGOR UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF HAWAII   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032378002     PISSN: 01690965     EISSN: None     Source Type: Journal    
DOI: 10.1080/016909698386546     Document Type: Article

References (55)

1. Anderson, J.R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406.
2. Anderson, J.R. (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
3. Anderson, J.R, & Schooler, L.J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396-408.
4. Beck, M. (1995). Tracking down the source of NS-NNS differences in syntactic competence. Unpublished manuscript, University of North Texas.
5. Bellugi, U., Bihrle, A., Jernigan, D., Trauner, D., & Dougherty, S. (1990). Neuropsychological, neurological, and neuroanatomical profile of Williams Syndrome. American Journal of Medical Genetics, 6, 115-125.
6. Braine, M.D.S., Brody, R.E., Brooks, P.J., Sudhalter, V., Ross, J.A., Catalano, L., & Fisch, S.M. (1990). Exploring language acquisition in children with a miniature artificial language: Effects of item and pattern frequency, arbitrary subclasses, and correction. Journal of Memory and Language, 29, 591-610.
7. Broeder, P., & Plunkett, K. (1994). Connectionism and second language acquisition. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 421-454). London: Academic Press.
8. Bybee, J. (1995). Regular morphology and the lexicon. Language and Cognitive Processes, 10, 425-455.
9. Chater, N. (1995). Neural networks: The new statistical models of mind. In J.P. Levy, D. Bairaktaris, J.A. Bullinaria, & P. Cairns (Eds), Connectionist models of memory and language. London: UCL Press.
10. Cohen, J.D., MacWhinney, B., Flatt, M., & Provost, J. (1993). PsyScope: A new graphic interactive environment for designing psychology experiments. Behavioral Research Methods, Instruments and Computers, 25, 257-271.
11. Cottrell, G., & Plunkett, K. (1994). Acquiring the mapping from meaning to sounds. Connection Science, 6, 379-412.
12. Daugherty, K.G., & Seidenberg, M.S. (1992). Rules or connections? The past tense revisited. In Proceedings of the 14th annual conference of the Cognitive Science Society (pp. 259-264). Pittsburgh, PA: Cognitive Science Society.
13. Daugherty, K.G., & Seidenberg, M.S. (1994). Beyond rules and exceptions: A connectionist approach to inflectional morphology. In S.D. Lima, R.L. Corrigan, & G.K. Iverson (Eds), The reality of linguistic rules (pp. 353-388). Amsterdam: John Benjamins.
14. DeKeyser, R. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195-222.
15. Ellis, N.C. (1996). Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18, 91-126.
16. Eubank, L., & Gregg, K.R. (1995). "Et in Amygdala Ego"?: UG, (S)LA, and neurobiology. Studies in Second Language Acquisition, 17, 35-58.
17. Hare, M., Elman, J.L., & Daugherty, K.G. (1995). Default generalisation in connectionist networks. Language and Cognitive Processes, 10, 601-630.
18. Jung, J. (1971). The experimenter's dilemma. New York: Harper & Row.
19. Kirsner, K. (1994). Implicit processes in second language learning. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 283-312). London: Academic Press.
20. Lachter, J., & Bever, T. (1988). The relation between linguistic structure and associative theories of language learning: A constructive critique of some connectionist learning models. Cognition, 28, 195-247.
21. Lima, S.D., Corrigan, R.L., & Iverson, G.K. (Eds). (1994). The reality of linguistic rules. Amsterdam: John Benjamins.
22. MacWhinney, B. (1983). Miniature language systems as tests of use of universal operating principles in second-language learning by children and adults. Journal of Psycholinguistic Research, 12, 467-478.
23. MacWhinney, B. (1994). The dinosaurs and the ring. In S.D. Lima, R.L. Corrigan, & G.K. Iverson (Eds). The reality of linguistic rules (pp. 283-320). Amsterdam: John Benjamins.
24. MacWhinney, B., & Leinbach, J. (1991). Implementations are not conceptualizations: Revising the verb learning model. Cognition, 40, 121-157.
25. Marchman, V.A. (1993). Constraints on plasticity in a connectionist model of the English past tense. Journal of Cognitive Neuroscience, 5, 215-234.
26. Marcus, G.F., Brinkmann, U., Clahsen, H., Wiese, R., & Pinker, S. (1995). German inflection: The exception that proves the rule. Cognitive Psychology, 29, 198-256.
27. McLaughlin, B. (1980). On the use of miniature artificial languages in second-language research. Applied Psycholinguistics, 1, 357-369.
28. Moeser, S.D., & Bregman, A.S. (1972). The role of reference in the acquisition of a miniature artificial language. Journal of Verbal Learning and Verbal Behavior, 11, 759-769.
29. Morgan, J.L., Meier, R.P., & Newport, E.L. (1987). Structural packaging in the input to language learning: Contributions of prosodic and morphological marking of phrases to the acquisition of language. Cognitive Psychology, 19, 498-550.
30. Morgan, J.L., & Newport, E.L. (1981). The role of constituent structure in the induction of an artificial language. Journal of Verbal Learning and Verbal Behavior, 20, 67-85.
31. Morton, J. (1979). Facilitation in word recognition: Experiments causing change in the logogen model. In P.A. Kolers, M.E. Wrolstad, & M. Bouma (Eds), Processing of visible language (pp. 259-268). New York: Plenum.
32. Nakisa, R., & Hahn, U. (1996). Where defaults don't help: The case of the German plural system. In Proceedings of the 18th annual conference of the Cognitive Science Society (pp. 177-182). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
33. Newell, A. (1990). Unified theories of cognition. Cambridge, MA: Harvard University Press.
34. Newell, A., & Rosenbloom, P. (1981). Mechanisms of skill acquisition and the law of practice. In J.R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
35. Oetting, J.B., & Rice, M.L. (1993). Plural acquisition in children with specific language impairment. Journal of Speech and Hearing Research, 36, 1236-1248.
36. Paivio, A. (1986). Mental representations. A dual coding approach. Oxford, UK: Oxford University Press.
37. Palermo, D.S., & Howe, H.E. (1970). An experimental analogy to the learning of past-tense inflection rules. Journal of Verbal Learning and Verbal Behavior, 9, 410-416.
38. Pinker, S. (1991). Rules of language. Science, 253, 530-535.
39. Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 29, 195-247.
40. Pinker, S., & Prince, A. (1994). Regular and irregular morphology and the psychological status of rules of grammar. In S.D. Lima, R.L. Corrigan. & G.K. Iverson (Eds), The reality of linguistic rules (pp. 321-351). Amsterdam: John Benjamins.
41. Plaut, D.C., McClelland, J.L., Seidenberg, M.S., & Patterson, K.E. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56-115.
42. Plunkett, K., & Marchman, V. (1991). U-shaped learning and frequency effects in a multi-layered perceptron: Implications for child language acquisition. Cognition, 38, 3-102.
43. Plunkett, K., & Marchman, V. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48, 21-69.
44. Plunkett, K., & Nakisa, R.C. (in press). A connectionist model of Arabic plural system. Language and Cognitive Processes.
45. Prasada, S., & Pinker, S. (1993). Generalization of regular and irregular morphological patterns. Language and Cognitive Processes, 8, 1-56.
46. Prasada, S., Pinker, S., & Snyder, W. (1990). Some evidence that irregular forms are retrieved from memory but regular forms are rule-governed. Paper presented at the 31st meeting of the Psychonomic Society. New Orleans, November.
47. Rumelhart, D., Hinton, G., & Williams, R. (1986). Learning internal representations by back propagation. In D.E. Rumelhart & J.L. McClelland (Ed), Parallel distributed processing: Explorations in the microstructure of cognition. Cambridge, MA: MIT Press.
48. Rumelhart, D., & McClelland, J. (1986). On learning the past tense of English verbs. In D.E. Rumelhart & J.L. McClelland (Eds), Parallel distributed processing: Explorations in the microstructure of cognition: Vol. 2. Psychological and biological models (pp. 272-326). Cambridge, MA: MIT Press.
49. Seidenberg, M.S., & Bruck, M. (1990). Consistency effects in the generation of past tense morphology. Paper presented at the 31st meeting of the Psychonomic Society. New Orleans, November.
50. Seidenberg, M.S., Waters, G.S., Barnes, M.A., & Tanenhaus, M.K. (1984). When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23, 383-404.
51. Sharwood Smith, M.A. (1994). The unruly world of language. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 33-44). London: Academic Press.
52. Snodgrass, J.G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity, and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215.
53. Stemberger, J.P., & MacWhinney, B. (1986). Frequency and the lexical storage of regularly inflected forms. Memory and Cognition, 14, 17-26.
54. Winter, B., & Reber, A.S. (1994). Implicit learning and the acquisition of natural languages. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 115-146). London: Academic Press.
55. Yang L.R., & Givón, T. (1997). Benefits and drawbacks of controlled laboratory studies of second language acquisition: The Keck second language learning project. Studies in Second Language Acquisition, 19, 173-194.