Learning to Predict and Predicting to Learn: Before and beyond the Syntactic Bootstrapper

Autor/inn/en	Babineau, Mireille; Havron, Naomi; Dautriche, Isabelle; de Carvalho, Alex; Christophe, Anne
Titel	Learning to Predict and Predicting to Learn: Before and beyond the Syntactic Bootstrapper
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 30 (2023) 3-4, S.337-360 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Babineau, Mireille) ORCID (Havron, Naomi) ORCID (Dautriche, Isabelle) ORCID (de Carvalho, Alex) ORCID (Christophe, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2022.2078211
Schlagwörter	Syntax; Language Acquisition; Vocabulary Development; Language Processing; Prediction; Learning Processes; Semantics; Linguistic Theory; Guidelines; Preschool Children; Linguistic Input; French; Video Technology; Foreign Countries; France + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Wortschatzarbeit; Sprachverarbeitung; Vorhersage; Learning process; Lernprozess; Semantik; Linguistische Theorie; Richtlinien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachbildung; Französisch; Ausland; Frankreich
Abstract	Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is "syntactic bootstrapping." A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the "semantic seed hypothesis," children discover the semantic predictiveness of syntactic contexts by tracking the distribution of familiar words. We propose that these learning mechanisms relate to a larger cognitive model: the "predictive processing framework." According to this model, we perceive and make sense of the world by constantly predicting what will happen next in a probabilistic fashion. We outline evidence that prediction operates within language acquisition and show how this framework helps us understand the way lexical knowledge refines syntactic predictions and how syntactic knowledge refines predictions about novel words' meanings. The predictive processing framework entails that learners can adapt to recent information and update their linguistic model. Here we review some of the recent experimental work showing that the type of prediction preschool children make from a syntactic context can change when they are presented with contrary evidence from recent input. We end by discussing some challenges of applying the predictive processing framework to syntactic bootstrapping and propose new avenues to investigate in future work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01