Lecture 10 - Linguistics - Part 2

Lecture 10 - Linguistics - Part 2 - INTRODUCTION TO...

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INTRODUCTION TO COGNITIVE SCIENCE PSYCH 1102/COGST 1101/LING 1170/ PHIL 1910/CS 1710
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Computer                 Science                Neuroscience Linguistics Language as cognition                Psychology Linguistics Philosophy                Mind?
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Outline Representing the rules How do we get rules into brains? Language is automatic Accessing information in a dynamic system Language is incremental Interpreting language in real time Language as cognition Language as an insight to cognition in general
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Representing the rules How do we get rules into brains?
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Representing the rules Children (under 3 yrs) Initially store past tense word by word Play   played, go   went, eat   ate No formation of novel past tense John is blicking, yesterday he __?___ They do not have a rule for past tense They know a bunch of separate items Play, played, go, went etc…
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Representing the rules Children (3-5 yrs) Correct rule for regular past tense V + ed = past tense Correct formation of novel past tense John is blicking, yesterday he _ blicked _ Overgeneralize go   goed or wented Children have learned the rule Made generalization themselves
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Representing the rules Children (over 5 yrs) Correct rules  and  irregulars V + ed = past tense go   went as exception Eat   ate as exception Children have correctly added irregulars  back into the mix along with the rule
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Representing the rules What have children learned? An explicitly represented pattern plus  exceptions? PRS VERB GO EAT HAVE RUN WENT ATE HAD RAN ELSE VERB + ED
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Representing the rules What have children learned? Overlapping patterns in networks? No explicit “rule”, just lots of similarities Regulars & irregulars handled the same way Things that sounds like this become things that  sound like that Allows for multiple “rules” If the past tense of  dive  is  dove  and of  drive  is  drove What is the past tense of  splive ?
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