Give Information About Past Tense[FrmTR Ödev Tim]

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GIVE IN FORMATION ABOUT PAST TENSE Past Tense Traditional Characterization: A Rule Plus Exceptions 1. General Rule: verb + /-ed/ 2. Memorized Exceptions: sing → sang, bring → brought, ... 3. Blocking Principle: more specific (2) blocks (1). Acquisition 1. Children initially memorize forms. 2. Children learn and overapply rule. 3. Children learn exceptions that block the rule. Nativism Vs. Empiricism 1 Implicit in Traditional Characterization: 1. Children are innately predisposed to posit rules. 2. Children innately know the blocking principle. 3. Fundamental division between regular and irregular forms. Poverty of the Stimulus Argument: 1. Children go from finite input to infinite generalization. 2. How could the blocking principle be inferred from the input? Nativism Vs. Empiricism 2 Alternative: 1. Only general learning mechanisms. 2. Learning can be done on the basis of the input alone. 3. No division: children learn general rule and exceptions in the same manner. Responding to the Poverty of the Stimulus Argument: 1. Generalization can emerge from efficient representation. 2. System configures itself to minimize error—no explicit generalization (rule). 3. Large role for statistical frequencies. Connectionist Models • Network of connected units: input units linked to output units. • Influence of input unit on output unit depends on the strength of the connection between them. • Strength of connections between units altered by training. • Attempts to show learning can take place just on the basis of the input. Rumelhart and McClelland 1986 • Input: 460 units representing sounds • Every unit connected to every other unit • Links are weighted, weight modifiable by training • Output: 460 units representing sounds Learning Phase: • 420 verbs presented 200 times (84,000 trials) • Past tense form computed by the network is compared to correct form, weights adjusted to reduce the difference 1. Acquired hundreds of regular and irregular verbs. 2. Generalized properly to new verbs. 3. Appeared to go through U-shaped development. 4. Produced blends sometimes produced by children (give-gaved). 1. U-shaped development results from first learning high-frequency irregulars, then being swamped by influx of hundreds of regulars. BUT: (a) Proportion of regular verbs in parental speech constant throughout relevant period (30%). (b) Spurt in vocabulary growth occurs a year earlier than onset of overregularization. 2. There is no consistent correlation between overregularization rates of different verbs and the sums of the frequencies of rhyming verbs. Criticism (Cont.) 3. Errors are not based on sound: (a) Homophonous verbs can have different past tense forms (ring-rang, wring-wrung). (b) Do, have, be never overregularized as auxiliaries, but are overregularized as main verbs. (c) Denominal/deadjectival verbs are always regular, even when based on irregular verbs (grandstanded, high-sticked). 4. The network produced errors not found in children (mail→membled). Rule + Blocking + Memory Failure Pinker’s theory: 1. Children’s errors are a result of memory failure; children fail to retrieve the irregular forms fast enough (hold>held). 2. English requires tense to be marked; so they apply regular rule (hold→holded). 3. Prior to having learned the rule, when memory fails they do nothing (hold). 4. After enough exposure memory improves, and they achieve adult performance (hold→held). Evidence Marcus et al. 1992 1. Errors are “sporadic malfunctions”: mean rate across children only 4.2 percent, holding steady ages 2–5. 2. Error rates correlate with frequency of a given irregular in parental speech. 3. Onset of overregularization coincides with onset of adding suffix to regular verbs (acquiring the rule). 4. Overregularization errors replace error of doing nothing, not correct forms. 5. Children judge overregularization as errors (Kuczaj 1978). Evidence (Cont.) 6. Anecdotal: children get mad when adults use overregularization. 7. Adults occasionally make errors too (getting worse as they get older). 8. Adults unsure about past tense of some verbs (dived? dove?). 9. Over time, infrequent irregulars have been regularized. 10. Irregular verbs that do survive are among the most common verbs in the language.