In:
Journal of Language Modelling, Institute of Computer Science, Polish Academy of Sciences, Vol. 9, No. 1 ( 2021-10-07)
Abstract:
A linguistic theory reaches explanatory adequacy if it arrives at a linguistically-appropriate grammar based on the kind of input available to children. In phonology, we assume that children can succeed even when the input consists of surface evidence alone, with no corrections or explicit paradigmatic information – that is, in learning from distributional evidence. We take the grammar to include both a lexicon of underlying representations and a mapping from the lexicon to surface forms. Moreover, this mapping should be able to express optionality and opacity, among other textbook patterns. This learning challenge has not yet been addressed in the literature. We argue that the principle of Minimum Description Length (MDL) offers the right kind of guidance to the learner – favoring generalizations that are neither overly general nor overly specific – and can help the learner overcome the learning challenge. We illustrate with an implemented MDL learner that succeeds in learning various linguistically-relevant patterns from small corpora.
Type of Medium:
Online Resource
ISSN:
2299-8470
,
2299-856X
DOI:
10.15398/jlm.v9i1.266
Language:
Unknown
Publisher:
Institute of Computer Science, Polish Academy of Sciences
Publication Date:
2021
detail.hit.zdb_id:
2827088-5
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