New Frontiers in Computational Models of Grammatical Development

Abstract

How children acquire the grammar of their native language has been a central topic in cognitive science since its outset, and has been the focus of much debate. One view assumed an innate Universal Grammar which genetically endowed the child with highly structured knowledge of language (Chomsky, 1965). An opposing position argued against both the assumptions of innate knowledge and structured representations, instead using connectionist architectures with distributed representations to learn grammatical patterns (e.g., Rumelhart & McClelland, 1986).


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