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Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of Maryland

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Page 1: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Language Acquisition and Cross-Language Variation

Colin PhillipsCognitive Neuroscience of Language Laboratory

Department of LinguisticsUniversity of Maryland

Page 2: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Overview of Talks

1. The Unification Problem

2. Building Syntactic Relations

3. Abstraction: Sounds to Symbols

4. Linguistics and Learning

In-situ

600

700

800

900

1000

1100

1 2 3 4 5 6 7 8

Region

Reading Time

DeclC

QP

どの生徒に…

Page 3: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Outline

• Background

• Constraints on pronoun interpretation

• Argument structure

• Aspectual interpretation

• Verbal morphosyntax

• Conclusions

Page 4: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

The Big Idea (not mine)

• Many properties of language seem hard-to-observe, hence hard-to-learn

• Typology may inform learning…i. Universals need not be learnedii. Parametric clusters: hard-to-observe properties can be linked to easy-to-observe properties

• Goal is to use typology to drive a deductive learning theory which requires simple choices

Page 5: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• “…we no longer consider UG as providing a format for rule systems and an evaluation metric. Rather, UG consists of various subsystems of principles […] Many of these principles are associated with parameters that must be fixed by experience. The parameters must have the property that they can be fixed by quite simple evidence, because this is what is available to the child.”

(Chomsky, 1986: 146)

• This is a new twist on Jakobson’s proposal in Kindersprache, Aphasie, und allgemeine Lautgesetze (1941) that language development should track cross-linguistic patterns of markedness

Page 6: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(Tomasello, 2000, Cognition)

Page 7: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Predictions

• Universal constraints respected early• Minimally different non-universal constraints

appear at a later age• Areas of parametric consistency also early (if

linked to an easy-to-learn property)• No violation of universals• Language-specific knowledge (relatively) delayed

Page 8: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Notice that…

• Relation between theories of adult language and

– Development - widely accepted

– Real-time Computation - widely rejected

Page 9: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Outline

• Background

• Constraints on pronoun interpretation

• Argument structure

• Aspectual interpretation

• Verbal morphosyntax

• Conclusions

Page 10: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Children Distinguish Universal and Language Particular Constraints on Coreference

Nina KazaninaColin Phillips

Page 11: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

• When can a pronoun and a name refer to the same person?

i.e. when can they corefer

Page 12: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

a. While John was reading the book, he ate an apple

b. While he was reading the book, John ate an apple

c. John ate an apple while he was reading the book

d. *He ate an apple while John was reading the book

Page 13: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

a. While John was reading the book, he ate an apple

b. While he was reading the book, John ate an apple

c. John ate an apple while he was reading the book

d. *He ate an apple while John was reading the book

Page 14: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

a. While John was reading the book, he ate an apple

b. While he was reading the book, John ate an apple

c. John ate an apple while he was reading the book

d. *He ate an apple while John was reading the book

Page 15: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

a. While John was reading the book, he ate an apple

b. While he was reading the book, John ate an apple

c. John ate an apple while he was reading the book

d. *He ate an apple while John was reading the book

Page 16: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

a. While John was reading the book, he ate an apple

b. While he was reading the book, John ate an apple

c. John ate an apple while he was reading the book

d. *He ate an apple while John was reading the book

Page 17: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Japanese

[Pooh-ga hon-o yonde-iru aida] (kare-wa) ringo-o tabeta.

[(Kare-ga) hon-o yonde-iru aida] Pooh-wa ringo-o tabeta.

Pooh-wa [(kare-ga) hon-o yonde-iru aida] ringo-o tabeta.

*Kare-wa [Pooh-ga hon-o yonde-iru aida] ringo-o tabeta

Page 18: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

S

NP VP

V NP

he

ate the apple

S’

S

whileS

NP VP

Comp

John

was reading the book

While John was reading the book, he ate the apple

Page 19: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on Interpretation

S

NP VP

V NP

John

ate the apple

S’

S

whileS

NP VP

Comp

he

was reading the book

While he was reading the book, John ate the apple

Page 20: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on InterpretationS

NP VP

V NP

John

ate the apple

S’VP

whileS

NP VP

Comp

he

was reading the bookJohn ate the apple while he was reading the book

Page 21: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Constraint on InterpretationS

NP VP

V NP

he

ate the apple

S’VP

whileS

NP VP

Comp

John

was reading the bookHe ate the apple while John was reading the book

Page 22: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Principle C (informal)

• A name cannot be c-commanded by a pronoun that co-refers with it

Page 23: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Principle C in Other Languages

a. While he was reading the book, John ate an appleb. *He ate an apple while John was reading the book

• French, Italian, German, Greek, Amharic, Hindi, Hebrew, Spanish, etc.

• Mohawk

Page 24: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Principle C in Other Languages

MohawkNative American language, Quebec & upstate New York

• Free Word OrderSak ra-núhwe’-s ako-[a]tyá’tawiSak MsS-like-hab FsP-dress‘Sak likes her dress.’

• Ra-núhwe’-s Sak ako-[a]tyá’tawi• Sak ako-[a]tyá’tawi ra-núhwe’-s• Ra-núhwe’-s ako-[a]tyá’tawi Sak • Ako-[a]tyá’tawi ra-núhwe’-s Sak• Ako-[a]tyá’tawi Sak ra-núhwe’-s

Page 25: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Principle C in Other Languages

MohawkNative American language, Quebec & upstate New York

• Omission of arguments

Ra-núhwe’-sMsS-like-hab‘He likes it.’

Page 26: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Principle C in Other Languages

MohawkNative American language, Quebec & upstate New York

• Discontinuous constituents

Ne kíke wa-hi-yéna-‘ ne kwéskwesne this fact-1sS/MsO-catch-punc ne pig‘I caught this pig.’

Page 27: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Principle C in Other Languages

MohawkNative American language, Quebec & upstate New York

Condition C Effects

• Wa-ho-nakuni-‘ tsi Sak wa-hi-hrewaht-e’fact-NsS/MsO-anger-punc that Sak fact-1sS/MsO-punish-punc‘That I punished Saki made himi mad.’ (coreference possible)

• Wa-shako-hrori-‘ tsi Sak wa-hi-hrewaht-e’fact-MsS/FsO-tell-punc that Sak fact-1sS/MsO-punish-punc‘Hei told her that I punished Saki.’ (coreference impossible)

Page 28: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Language Acquisition

a. While he was reading the book, John ate an appleb. *He ate an apple while John was reading the book

• How could a child ever learn that Principle C applies?

• Particularly in a language like Mohawk, where its effects are rather obscure

• Why does Principle C apply in every language?

Page 29: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Language Acquisition

a. While he was reading the book, John ate an appleb. *He ate an apple while John was reading the book

• Universal Principles may not need to be learned - they may be part of the child’s innate knowledge of language

• This would explain why the principle is universal

• It would also set aside the language acquisition problem

• Predicts that young children should know constraints like Principle C

Page 30: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Language Acquisition

a. While he was in the box, the smurf ate a hamburger

d. *He ate a hamburger while the smurf was in the box

(Crain & McKee, 1985)

Page 31: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

English

(1) While Poohi was reading a book, hei ate the apple.

(2) Poohi ate the apple while hei was reading a book.

(3) * Hei ate the apple while Poohi was reading the book. Pr. C sentence

(4) While hei was reading a book, Poohi ate the apple. while-

sentence

Page 32: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

English

(1) While Poohi was reading a book, hei ate the apple.

(2) Poohi ate the apple while hei was reading a book.

(3) * Hei ate the apple while Poohi was reading the book. Pr. C sentence

(4) While hei was reading a book, Poohi ate the apple. while-sentence

Russian

(1R) Poka Poohi chital knigu, oni s'el yabloko. while Pooh was reading the book he ate the apple

(2R) Poohi s'el yabloko, poka oni chital knigu. Pooh ate the apple while he was reading the book

(3R) * Oni s'el yabloko, poka Poohi chital knigu. Pr. C sentence he ate the apple while Pooh was reading the book

(4R) * Poka oni chital knigu, Poohi s'el yabloko. poka-sentence

while he was reading the book Pooh ate the apple

Page 33: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Russian

• Backwards Anaphora is allowed in adult Russian: (5) Rasskaz, kotoryy onai prochitala, rasstroil devochkui.

The story which shei read upset the girli.

• No c-command between the pronoun and r-expression in poka-sentences

The poka-constraint is independent of Principle C

• The poka-constraint is a discourse-level constraint; applies to sequences of (agent-) subjects in Russian

• Language-specific, but minimally different from Principle C

Page 34: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

English Russian

While Poohi was reading a book, hei ate the apple. Poohi ate the apple while hei was reading a book.

Hei ate the apple while Poohi was reading the book. * *Pr. C sent Pr. C

sent

While hei was reading a book, Poohi ate the apple. * while-sent poka-

sent

– English-speaking children know Principle C at 3;0

– English-speaking children allow Backwards Anaphora in while-sentences

(Crain & McKee 1985)

Page 35: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Methods and Design

• 50 Russian speaking monolingual children aged 2;8 - 4;11

• Truth Value Judgment Task

• 2x2 between-subject design

• 4 experimental stories per child

• Filler story after each tested story

Page 36: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Child hears stories in which the coreference interpretation is TRUE

• Child then judges the truth of a sentence which is TRUE under the coreference interpretation

• If the child says that the sentence is FALSE, the relevant interpretation must be blocked by a linguistic constraint.

Truth Value Judgment Task

Page 37: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Truth Value Judgment Task

“I know what happened in this story…”

Page 38: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Hello, Eeyore! I see that you’re reading a book.”

Page 39: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“What a fine-looking apple.”

Page 40: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“No, Pooh. You can’t eat the apple - that’s my apple.”

Page 41: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Ok, I’ll have to eat a banana instead.”

Page 42: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Ok, Pooh. I’ve finished reading. Now you can read the book.”

Page 43: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Great. Now that Pooh is reading the book, I can eat this delicious apple.”

Page 44: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“I shouldn’t be such a greedy donkey - I should let Pooh eat the apple.”

Page 45: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“I suppose I have to eat a banana instead.”

Page 46: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Here you are, Pooh. You can have the apple.”

Page 47: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Oh, I’m such a lucky bear! I can read the book, and I can eat the apple, at the same time.”

Page 48: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Apple is eaten up.

Page 49: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

OK, that was a story about Eeyore and Winnie-the-Pooh. First Eeyore was reading the book and then Winnie-the-Pooh was reading the book. I know one thing that happened...

While Pooh was reading the book, he ate the apple.

Page 50: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

OK, that was a story about Eeyore and Winnie-the-Pooh. First Eeyore was reading the book and then Winnie-the-Pooh was reading the book. I know one thing that happened...

While he was reading the book, Pooh ate the apple.

Page 51: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

OK, that was a story about Eeyore and Winnie-the-Pooh. First Eeyore was reading the book and then Winnie-the-Pooh was reading the book. I know one thing that happened...

Pooh ate the apple while he was reading the book.

Page 52: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

OK, that was a story about Eeyore and Winnie-the-Pooh. First Eeyore was reading the book and then Winnie-the-Pooh was reading the book. I know one thing that happened...

He ate the apple while Pooh was reading the book.

Page 53: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

3-4 Year Old English Speakers

a. While Pooh was reading the book, he ate an apple

b. While he was reading the book, Pooh ate an apple

c. Pooh ate an apple while he was reading the book

d. *He ate an apple while Pooh was reading the book

yes!

yes!

yes!

no!

Page 54: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

How the Task Works

• Child is not being judged

• Identical story for all test sentences

• Avoids child’s ‘yes’ bias

• Story favors the ungrammatical meaning

• Plausible denial

Page 55: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

TRUE - but ungrammatical

He ate the apple while Pooh was reading the book.

Grammatical - but FALSE

clearly FALSE, since it almost happened, but then didn’t

Eeyore

Page 56: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

5-6 Year Old Russian Speakers

a. While Pooh was reading the book, he ate an apple

b. While he was reading the book, Pooh ate an apple

c. Pooh ate an apple while he was reading the book

d. *He ate an apple while Pooh was reading the book

yes!

no!

yes!

no!

Page 57: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

3 Year Old Russian Speakers

a. While Pooh was reading the book, he ate an apple

b. While he was reading the book, Pooh ate an apple

c. Pooh ate an apple while he was reading the book

d. *He ate an apple while Pooh was reading the book

yes!

yes!

yes!

no!

Page 58: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

83

42

1018

0102030405060708090

100

% Rejection

Pr. C poka Control1

Control2

Russian, n=50

Overall Results

Page 59: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Russian Judgments: Breakdown by Age

0%

20%

40%

60%

80%

100%

< 3 years 3-5 years > 5 years Adults

Principle C

Poka/whilesentence

Page 60: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

3-Year Olds

English: Crain &McKee, ave. age 3;1Russian: this study, ave. age 3;2

Page 61: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Rejection in Russian vs. English kids

Rus: N=39, mean age = 4;2 Eng: N=62, mean age = 4;2 (Crain&McKee 1985)

86%

48%

27%

88%

0%

20%

40%

60%

80%

100%

Principle C Poka/while sentCondition

Russian children

English children

Page 62: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Interim Conclusion

• 3-year old Russian children clearly distinguish two constraints on backwards anaphora which have very similar surface properties

• At age 3, English-speaking and Russian-speaking children show almost identical judgments - they respect the universal constraint

• Important further questions:(i) Why do Russian and English differ?(ii) How do Russian children become adult-like?

Page 63: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Outline

• Background

• Constraints on pronoun interpretation

• Argument structure

• Aspectual interpretation

• Verbal morphosyntax

• Conclusions

Page 64: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-language Variation in Syntax-Semantics Linking Rules

Meesook KimColin PhillipsBeth Rabbin

Barbara Landau

Page 65: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Learning Verb Syntax

• “Locative Verbs”

• Verbs which refer to an action in which a substance moves to a particular location

• pour, spill, stuff, pile, fill, load, cover, decorate, spray, bandage, soak, sprinkle, spread, etc.

• Similar verbs and similar constructions found in very many languages

Page 66: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Learning Verb Syntax

• “Locative Verbs”

• Sally poured the water into the glass.Sally poured the glass with water.

• Sally filled the water into the glass.Sally filled the glass with water.

• Sally loaded the boxes into the truck.Sally loaded the truck with boxes.

Page 67: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Japanese

John-ga gurasu-ni mizu-o sosoi-da figure-frame

John-ga mizu-de gurasu-o sosoi-da ground-frame

John-ga ki-ni raito-o kazatta figure frame

John-ga raito-de ki-o kazatta ground frame

John-ga kabe-ni penki-o nutta figure-frame

John-ga penki-de kabe-o nutta. ground Frame

Page 68: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

‘Overgeneralization’

• Well-known errors with locative verbs (Bowerman 1982)

I didn't fill water up to drink it; I filled it up for the flowers to drink it.Can I fill some salt in the bear? [= a bear-shaped salt shaker]I'm going to cover a screen over me.

(see also experimental data in Gropen et al. 1991a, b)

• Why do children make these errors?

Page 69: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Terminology

Sally poured the water into the glass

Page 70: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Terminology

Sally poured the water into the glass

moving objectFIGURE

Page 71: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Terminology

Sally poured the water into the glass

moving objectFIGURE

locationGROUND

Page 72: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Terminology

Sally poured the water into the glass

Sally filled the glass with the water

moving objectFIGURE

locationGROUND

Page 73: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Terminology

Sally poured the water into the glass

Sally filled the glass with the water

moving objectFIGURE

locationGROUND

locationGROUND

moving objectFIGURE

Page 74: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Terminology

Sally poured the water into the glass

Sally filled the glass with the water

moving objectFIGURE

locationGROUND

locationGROUND

moving objectFIGURE

Figure Frame

Ground Frame

Page 75: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Classes of Verbs

• Verbs with syntax like pour– dribble, drip, spill, shake, spin, spew, slop, etc.

• Verbs with syntax like fill– cover, decorate, bandage, blanket, soak,

drench, adorn, etc.

• Verbs with syntax like load– stuff, cram, jam, spray, sow, heap, spread, rub,

dab, plaster, etc.

Page 76: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Classes of Verbs

• Verbs with syntax like pour– dribble, drip, spill, shake, spin, spew, slop, etc.

• Verbs with syntax like fill– cover, decorate, bandage, blanket, soak,

drench, adorn, etc.

• Verbs with syntax like load– stuff, cram, jam, spray, sow, heap, spread, rub,

dab, plaster, etc.

manner-of-motion

Page 77: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Classes of Verbs

• Verbs with syntax like pour– dribble, drip, spill, shake, spin, spew, slop, etc.

• Verbs with syntax like fill– cover, decorate, bandage, blanket, soak,

drench, adorn, etc.

• Verbs with syntax like load– stuff, cram, jam, spray, sow, heap, spread, rub,

dab, plaster, etc.

manner-of-motion

change-of-state

Page 78: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Classes of Verbs

• Verbs with syntax like pour– dribble, drip, spill, shake, spin, spew, slop, etc.

• Verbs with syntax like fill– cover, decorate, bandage, blanket, soak,

drench, adorn, etc.

• Verbs with syntax like load– stuff, cram, jam, spray, sow, heap, spread, rub,

dab, plaster, etc.

manner-of-motion

change-of-state

manner-of-motion & change-of-state

Page 79: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Learning Syntax from Semantics

Manner-of-motion

VP

V NP PPfigure ground

VP

V NP PPfigureground

Change-of-state

FigureFrame

GroundFrame

Linking RulesSEMANTICS SYNTAX

Page 80: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Learning

• Linking Rules can be used to ‘bootstrap’ verb syntax or verb meanings, provided that Syntax-Semantics Linking Rules are– consistent across languages (i.e. verbs with

same meaning should have same syntax across all languages)

– innate (i.e. children know the connections from the outset)

Page 81: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Assumption: linking generalizations are universal

• Shared by opposing accounts of learning verb syntax & semantics

Page 82: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

But Languages Vary

• English*John decorated the flowers in the room. John decorated the room with flowers.

Page 83: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

But Languages Vary

• English*John decorated the flowers in the room. John decorated the room with flowers.

Change-of-state--> Ground Frame

Page 84: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

But Languages Vary

• English*John decorated the flowers in the room. John decorated the room with flowers.

• KoreanYumi-ka ccoch-ul pang-ey cangsikha-yess-ta Nom flowers-Acc room-Loc decorate-Past-Dec‘John decorated the flowers in the room.’Yumi-ka pang-ul ccoch-ulo cangsikha-yess-ta Nom room-Acc flowers-with decorate-Past-Dec‘John decorated the room with flowers.’

Change-of-state--> Ground Frame

Page 85: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

But Languages Vary

• English*John decorated the flowers in the room. John decorated the room with flowers.

• KoreanYumi-ka ccoch-ul pang-ey cangsikha-yess-ta Nom flowers-Acc room-Loc decorate-Past-Dec‘John decorated the flowers in the room.’Yumi-ka pang-ul ccoch-ulo cangsikha-yess-ta Nom room-Acc flowers-with decorate-Past-Dec‘John decorated the room with flowers.’

Change-of-state--> Ground Frame

Page 86: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

But Languages Vary

• English*John decorated the flowers in the room. John decorated the room with flowers.

• KoreanYumi-ka ccoch-ul pang-ey cangsikha-yess-ta Nom flowers-Acc room-Loc decorate-Past-Dec‘John decorated the flowers in the room.’Yumi-ka pang-ul ccoch-ulo cangsikha-yess-ta Nom room-Acc flowers-with decorate-Past-Dec‘John decorated the room with flowers.’

Change-of-state--> Ground Frame

Korean is more liberal than English

Page 87: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• English John piled the books on the shelf. John piled the shelf with books.

But Languages Vary

Page 88: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• English John piled the books on the shelf. John piled the shelf with books.

• Korean Yumi-ka chaek-lul chaeksang-ey ssa-ass-ta. Nom book-Acc table-Loc pile-Past-Dec ‘Yumi piled books on the table.’

But Languages Vary

Page 89: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• English John piled the books on the shelf. John piled the shelf with books.

• Korean Yumi-ka chaek-lul chaeksang-ey ssa-ass-ta. Nom book-Acc table-Loc pile-Past-Dec ‘Yumi piled books on the table.’*Yumi-ka chaeksang-lul chaek-elo ssa-ass-ta.

Nom table-Acc books-with pile-Past-Dec ‘Yumi piled the table with books.’

But Languages Vary

Page 90: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• English John piled the books on the shelf. John piled the shelf with books.

• Korean Yumi-ka chaek-lul chaeksang-ey ssa-ass-ta. Nom book-Acc table-Loc pile-Past-Dec ‘Yumi piled books on the table.’*Yumi-ka chaeksang-lul chaek-elo ssa-ass-ta.

Nom table-Acc books-with pile-Past-Dec ‘Yumi piled the table with books.’

But Languages Vary

Korean is more restrictive than English

Page 91: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Problem for Learners?

• If syntax-semantics Linking Rules are not uniform across languages, then how can they help learners?

• If each language had different Linking Rules, would this be any use to a child?

Page 92: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-Language Survey

• Survey I

English TurkishKorean LugandaFrench HindiJapanese HebrewChinese Malay Thai Arabic

• Survey II

ItalianYorubaPolishEweJapanese RussianFrench EnglishBrazilian Portuguese Spanish (Argentinian) Spanish (Castilian)

Page 93: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-Language Survey

• Survey I

English TurkishKorean LugandaFrench HindiJapanese HebrewChinese Malay Thai Arabic

• Survey II

ItalianYorubaPolishEweJapanese RussianFrench EnglishBrazilian Portuguese Spanish (Argentinian) Spanish (Castilian)Less detailed

classification used(~15 verbs)

Page 94: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-Language Survey

• Survey I

English TurkishKorean LugandaFrench HindiJapanese HebrewChinese Malay Thai Arabic

• Survey II

ItalianYorubaPolishEweJapanese RussianFrench EnglishBrazilian Portuguese Spanish (Argentinian) Spanish (Castilian)More detailed

classification used(~30 verbs)

Page 95: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Consistent Properties...

Page 96: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Universal

• EnglishJohn poured the water into the glass.*John poured the glass with water.

• SpanishJuan vertí agua en el vaso.John poured water into the glass*Juan vertí el vaso con agua.John poured the glass with water

Page 97: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Universal

• EnglishJohn poured the water into the glass.*John poured the glass with water.

• HebrewDanny shafax mayim letox ha-kos.John poured water into the glass‘John poured water into the glass.’*Danny shafax et ha-kos be-mayin.John poured Acc the glass with water‘*John poured the glass with water.’

Page 98: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Universal

• EnglishJohn poured the water into the glass.*John poured the glass with water.

• JapaneseTaro-ga mizu-o baketu-ni sosoi-da. Nom water-Acc bucket-Loc pour-Past‘Taro poured water into a bucket.’*Taro-ga baketu-o mizu-de sosoi-da. Nom bucket-Acc water-with pour-Past‘*Taro poured a bucket with water.’

Page 99: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Universal

Manner-of-motion

VP

V NP PPfigure ground

FigureFrame

SEMANTICS SYNTAX

Page 100: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Consistent Variation...

Page 101: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Two-way Split

English

*He decorated lights on the tree

He decorated the tree with lights

French

Spanish

Malay

Arabic

Hebrew

Korean

He decorated lights on the tree

He decorated the tree with lights

Chinese

Japanese

Thai

Turkish

Hindi

Luganda

Page 102: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

‘Serial Verbs’ (Verb Compounds)

• JapaneseJohn-ga Bill-o osi-taosi-ta. Nom Acc push-topple-Past‘John pushed Bill down.’

• Igbo (W. Africa)Adha si-ri anu ri-eAda cook-asp meat eat-asp‘Ada cooked the meat and ate it.’ (Igbo)

Easy to observe!

Page 103: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Parameter

English

*He decorated lights on the tree

He decorated the tree with lights

French

Spanish

Malay

Arabic

Hebrew

Korean

He decorated lights on the tree

He decorated the tree with lights

Chinese

Japanese

Thai

Turkish

Hindi

Luganda

Page 104: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Parameter

English

*He decorated lights on the tree

He decorated the tree with lights

French

Spanish

Malay

Arabic

Hebrew

Korean

He decorated lights on the tree

He decorated the tree with lights

Chinese

Japanese

Thai

Turkish

Hindi

Luganda Allow Serial Verbs

Page 105: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A Parameter

English

*He decorated lights on the tree

He decorated the tree with lights

French

Spanish

Malay

Arabic

Hebrew

Korean

He decorated lights on the tree

He decorated the tree with lights

Chinese

Japanese

Thai

Turkish

Hindi

Luganda Allow Serial Verbs

Don’t Allow Serial Verbs

Page 106: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A ParameterVP

V NP PPfigure ground

VP

V NP PPfigureground

Change-of-state

FigureFrame

GroundFrame

SEMANTICS SYNTAX

Page 107: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A ParameterVP

V NP PPfigure ground

VP

V NP PPfigureground

Change-of-state

FigureFrame

GroundFrame

SEMANTICS SYNTAX

SerialVerbs?

Page 108: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Quantitatively...

• Sample of ~2000 judgments in 20 languages• A small number of principles & parameters allows

us to predict ~90% of judgments• In some classes accuracy is much higher: basic

Figure class, Ground class, etc.• In some classes accuracy is somewhat lower at

present: Ground Alternator, ‘Pure’ Alternator

Page 109: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

‘Overgeneralization’

• Well-known errors with locative verbs (Bowerman 1982)

I didn't fill water up to drink it; I filled it up for the flowers to drink it.Can I fill some salt in the bear? [= a bear-shaped salt shaker]I'm going to cover a screen over me.

(see also experimental data in Gropen et al. 1991a, b)

• Why do children make these errors?

Page 110: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Elicited Production Study

• Adult and child (age 3-4) speakers of English & Korean (10 in each group)

• Describing 30 videotaped scenes - 14 verbs(video clips preceded by a contrasting scene, to encourage production of full V NP PP structure)

• Are same errors found as in spontaneous speech?• If so, do we find evidence for mis-set parameter?

Page 111: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Elicited Production Study

• 300 locative structures elicited from each group• Adult speech is fully grammatical

Page 112: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Restricted Errors

• Errors with fill were extremely common; few otherwise

0102030405060708090

100

Fill (bypouring)

Fill (byloading)

Cover Decorate

% figure frames

Page 113: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Ground Verbs (children)

20

78

0102030405060708090

100

% Figure Frames

English Korean

• On other change-of-state verbs, English & Korean children showed very different production

• Both groups know native language syntax for these verbs

Page 114: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Successes & Failures

• No evidence that errors due to mis-set parameter• Korean 2-year olds use serial verb constructions in

spontaneous speech (Kim & Phillips, 1998); could support early knowledge of change-of-state verbs

• Prevalence of Fill errors remains puzzling

Page 115: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Interim Conclusions• Knowing the meaning of a verb does not predict

the verb’s syntax, BUT…

• Knowing the meaning of a verb, together with further syntactic knowledge about the language, does predict the verb’s syntax rather well

• Typological research contribute to explanation of (i) how linking rules are available in principle, and (ii) how children succeed in practice

• Many questions remain unanswered...

Page 116: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Outline

• Background

• Constraints on pronoun interpretation

• Argument structure

• Aspectual interpretation

• Verbal morphosyntax

• Conclusions

Page 117: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Developing Understanding of Events and Aspect

Nina KazaninaColin Phillips

Page 118: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Completion Entailments

Simple Past

John-ga ie-o tate-ta

Past Progressive

John-ga ie-o tate-tei-ta

Frame of Reference + past/progressive

Mary-ga NY-ni ryokoo-si-teiru aida, John-ga ie-o tateteita / tateta

Page 119: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Imperfective Paradox

(1) a. Mary built a house.b. Mary was building a house.

Page 120: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Imperfective Paradox

(1) a. Mary built a house.b. Mary was building a house.

How come we can say (1b) when no house gets built? Is build a house about building walls?

Page 121: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Imperfective Paradox

(1) a. Mary built a house.b. Mary was building a house.

How come we can say (1b) when no house gets built? Is build a house about building walls?

(2) a. Mary drove from DC to Boston.b. Mary was driving from DC to Boston.

Is drive to Boston about getting to NYC?

What does the IMP/PROG denote?

Page 122: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of
Page 123: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

a. Mary was drawing an arc.

Page 124: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

a. Mary was drawing an arc. b. Mary was drawing a circle.

Page 125: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

a. Mary was drawing an arc. b. Mary was drawing a circle.

c. Mary was drawing a face. d. Mary was drawing a bike.

Page 126: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• “Present activities are the whole story”• Allows both complete & incomplete events in the

denotation of the verb: "a verb such as 'cross' is true of all crossings independently of whether they culminate."

• An eventuality may – culminate

Cul(e,t) - e is an event that culminates at time t

– hold for a whileHold(e,t) - e is an event which is in progress (in its developmental portion) at t

Parsons (1989)

Page 127: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• An incomplete event in the actual world w is related to a

complete version of the same event in a certain possible world

w’ (Dowty 1979, Landman 1991, Portner 1998 among others)

Dowty (1979): [PROG ] is true at I and w iff there is an interval I’ such

that I’ I [and I is not a final subinterval of I’] and there is an inertia world

w’ for which is true at I’ and w’, and w is exactly w’ at all times preceding

and [including] I

DC

NY

BostonDC

NY

IMP/PROG

Actual world w Possible world w’

Dowty-Landman Approach

Page 128: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Research Question:

• Do children know how to deal with the

IMP Paradox?

Page 129: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Russian: Perfective vs. Imperfective

• Rus Perfective Eng simple past– refers to completed events

postroil dom ‘built a house’ sobral kartinku ‘do a puzzle’

• Rus Imperfective Eng past progressive– can refer to completed or incomplete events– used to describe ongoing events (past, present or

future)

stroil dom ‘was building a house’ sobiral kartinku ‘was doing a puzzle’

Page 130: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Previous Research

Previous findings suggest early mastery of aspect

• Spontaneous Speech:

Children produce both aspectual forms from a very

young age (< 2 years) (Brun et al., 1999; Gvozdev,

1961; Bar-Shalom&Snyder 2000)

Page 131: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Previous Research• Picture-matching task (Vinnitskaya&Wexler, 2001)

Mal’chik chitalI knigu. Mal’chik prochitalP knigu.The boy was reading the book. The boy read the book.

3-4 year olds appear to use IMP vs. PERF to correctly distinguish ongoing from completed events

Page 132: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Our Experiments

• Do Russian children appropriately make use of aspectual morphology to distinguish completed from incomplete events?

Page 133: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Tested verbs were Creation verbs(enable a clear-cut difference between complete and incomplete events)

• 4 stories per child, 44 trials total

• Within-subject design

• 11 Russian monolingual children, aged 3-5, tested in Moscow preschools

Creation Experiment

Page 134: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Creation Expt: Design

• In each story, an event occurs at 3 landmarks:a flower-bed, a castle and a tree

• In each story, an event occurs

(i) completely(ii) incompletely randomized order(iii) not at all

• Children were asked where an event happened, using PERF and IMP verbs; encouraged to give more than one location as answer

Page 135: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Monkey assemble a smurf obez’yanka sobrala/sobirala gnomika

• Lion build a house l’venok postroil/stroil domik

• Tiger make a puzzle tigrenok sostavil/sostavlyal kartinku

• Puppy mould a bear sh’enok vylepil/lepil medvedya

Creation Expt: Scenarios

Page 136: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Monkey assemble a smurf obez’yanka sobrala/sobirala gnomika

• Lion build a house l’venok postroil/stroil domik

• Tiger make a puzzle tigrenok sostavil/sostavlyal kartinku

• Puppy mould a bear sh’enok vylepil/lepil medvedya

Creation Expt: Scenarios

Page 137: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A road with 3 landmarks: a flower-bed, a castle and a tree. There are parts of a smurf at each location.

Page 138: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A monkey starts her journey down the road.

Page 139: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

The monkey arrives at the flower-bed.These are nice flowers. Oh, look there are the pieces of a smurf down here. Let me try to revive this guy.

Page 140: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

OK, the body goes on top of the legs, what’s next...

Page 141: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A bug bites the monkey. Ouch, that hurts!!! I don’t want to stay here any longer. I’m going to leave all of it like this and continue down the road.

Page 142: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

The monkey reaches the castle.Oh, look, what a beautiful castle! And there are pieces of a smurf next to it. Let me try this one too!

Page 143: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

OK, the body goes on top of the legs, what’s next...

Page 144: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

A bug bites the monkey. Oh no, a bug bit me again! Why am I so unlucky today?No, this time, I’m going to finish this thing anyway!

Page 145: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

The monkey assembles the smurf completely and continues along the road.

Page 146: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

The monkey reaches the tree.What a great tree, it’s so nice to sit here. And there are some smurf pieces here again. But I guess I have to go home now.

Page 147: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

The scene at the end of the story.

Page 148: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

INCOMPLETE

The scene at the end of the story.

Page 149: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

INCOMPLETE

COMPLETE

The scene at the end of the story.

Page 150: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

INCOMPLETE

COMPLETE

The scene at the end of the story.

Page 151: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Gde obez’yanka sobrala gnomika?assemble-PERF

Where did the monkey assemble the smurf?

Page 152: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

100%

ALL CHILDREN

Gde obez’yanka sobrala gnomika?assemble-PERF

Where did the monkey assemble the smurf?

Page 153: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Gde obez’yanka sobirala gnomika? assemble-IMPWhere was the monkey assembling the smurf?

Page 154: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Gde obez’yanka sobirala gnomika? assemble-IMPWhere was the monkey assembling the smurf?

100%

100%

ADULTLIKE children vs.

Page 155: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Gde obez’yanka sobirala gnomika? assemble-IMPWhere was the monkey assembling the smurf?

100%

100%

ADULTLIKE group vs. NON-ADULTLIKE group

100%

8%

Page 156: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Adultlike group Non-adultlike group(N=5) (N=6)

PERF

IMP

Creation Expt: Results from Children

Page 157: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Adultlike group Non-adultlike group(N=5) (N=6)

PERF

IMP

Creation Expt: Results from Children

20/20 acceptances

Page 158: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Adultlike group Non-adultlike group(N=5) (N=6)

PERF

IMP

Creation Expt: Results from Children

22/24 rejections

20/20 acceptances

Page 159: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Interruptions• Interruptions occur twice per story; allows

independent test of ability to give 2 locations as answer:

Page 160: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Interruptions• Interruptions occur twice per story; allows

independent test of ability to give 2 locations as answer:

Gde obez’yanku ukusil zhuk?Where was the monkey stung by a bug?

Page 161: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Interruptions• Interruptions occur twice per story; allows

independent test of ability to give 2 locations as answer:

Gde obez’yanku ukusil zhuk?Where was the monkey stung by a bug?

All children answered with 2 locations

Page 162: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

build a smurf

Past incomplete

now

sobiralaI gnomikawas building a smurf

Where we are...

Page 163: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

build a smurf

Present ongoing Past incomplete

now

build a smurf

now

sobiraetI gnomikais building a smurf

sobiralaI gnomikawas building a smurf

Where we are...

Page 164: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

build a smurf

Present ongoing Past incomplete

now

build a smurf

now

Completion Hypothesis: children require possibility of completion in the actual world

sobiraetI gnomikais building a smurf

sobiralaI gnomikawas building a smurf

Where we are...

Page 165: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

What is the cause of children’s error on IMP?

Completion Hypothesis: children require possibility of completion in the actual world

Page 166: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Presence of the Object is needed?

• Creation verbs raise a separate problem:no object in the scene unless the event is completed

(e.g., Parsons notion of Incomplete Objects)

Page 167: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

What is the cause of children’s error on IMP?

Completion Hypothesis: children require possibility of completion in the actual world

Page 168: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Change-of-state verbs (e.g. color in a flower) do not have this problem - the object (a flower) is present throughout the event independent of its completion

(A) Presence of the Object is needed?

• Creation verbs raise a separate problem:no object in the scene unless the event is completed

(e.g., Parsons notion of Incomplete Objects)

Page 169: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Change-of-state verbs (e.g. color in a flower) do not have this problem - the object (a flower) is present throughout the event independent of its completion

• Will the error from the Creation experiment persist with Change-of-state verbs? If children again reject IMP with incomplete events, then the problem is not (solely) due to the absence of the object in the scene

(A) Presence of the Object is needed?

• Creation verbs raise a separate problem:no object in the scene unless the event is completed

(e.g., Parsons notion of Incomplete Objects)

Page 170: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Same task as in the Creation expt

• 34 children age 2;7 - 6;0• 4 stories per child

• Run in Moscow & Moscow region in Jan’02 & Aug’02

Change-of-state Expt: Design

Page 171: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Tigrenok perevorachivalI/perevernulP kartinku Tiger turn over a picture

• Zaychik napolnyalI/napolnilP stakanchik Rabbit fill a glass

• Sh’enok razvorachivalI/razvernulP podarok Puppy unwrap a gift

• Kotenok zakrashivalI/zakrasilP cvetokKitty color in a flower

Change-of-state Expt: Scenarios

Page 172: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of
Page 173: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of
Page 174: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

INCOMPLETECOMPLETE

Page 175: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Change-of-state Expt: Results from Children

Adultlike group

(N=13, mean age = 5;2)

PERF

IMP

88% acceptance (38/43 trials)

Page 176: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Change-of-state Expt: Results from Children

Adultlike group Non-adultlike group (N=13, mean age = 5;2) (N=16, mean age = 4;2)

PERF

IMP

86% rejection(49/57)

88% acceptance

(38/43 trials)

Page 177: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• PERF - 92% correct

• IMP - 52% correct

Mean age

Adultlike group N=13 5;2(accept IMP for INC in 88% trials)

Non-adultlike group N=16 4;2(accept IMP for INC in 14% trials)

(remaining 5 children - hard to classify due to inconsistent responses)

Change-of-state Expt: Summary of Results

Page 178: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

(error due to Creation verbs)

What is the cause of children’s error on IMP?

Page 179: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

(error due to Creation verbs)

NO: same error on IMP in the Change-of-state as in Creation Expt

What is the cause of children’s error on IMP?

Page 180: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

color in a flower

now

Where we are...

Past incomplete / conative

zakrashivalaI cvetokwas coloring in a flower

Page 181: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

color in a flower

Present ongoing

now

color in a flower

now

zakrashivaetI cvetokis coloring in a flower

Where we are...

Non-counterfactual Counterfactual

Past incomplete / conative

zakrashivalaI cvetokwas coloring in a flower

Page 182: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

color in a flower

Present ongoing

now

color in a flower

now

zakrashivaetI cvetokis coloring in a flower

Where we are...

Non-counterfactual Counterfactual

Past incomplete / conative

zakrashivalaI cvetokwas coloring in a flower

The event is counterfactual iff - not completed by now or - cannot be completed in the future

Page 183: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

color in a flower

Present ongoing

now

color in a flower

now

Complete Event Hypothesis: children fail to license IMP with counterfactual events

zakrashivaetI cvetokis coloring in a flower

Where we are...

Non-counterfactual Counterfactual

Past incomplete / conative

The event is counterfactual iff - not completed by now or - cannot be completed in the future

zakrashivalaI cvetokwas coloring in a flower

Page 184: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Parsons (1989)

(3)  a. Mary was coloring in the flower. b. (e)[Coloring(e) & Subject(e,Mary) &

Object(e, the flower) & (t)[ t<now & Hold(e,t)]]

(4)  a. Mary is coloring in the flower. b. (e)[Coloring(e) & Subject(e,Mary) &

Object(e, the flower) & (t)[ t=now & Hold(e,t)]]

Children accept the imperfective with present ongoing events,but reject it with past ongoing events =>

unexpected for Parsons’ theory

Page 185: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Parsons (1989)

(3)  a. Mary was coloring in the flower. b. (e)[Coloring(e) & Subject(e,Mary) &

Object(e, the flower) & (t)[ t<now & Hold(e,t)]]

(4)  a. Mary is coloring in the flower. b. (e)[Coloring(e) & Subject(e,Mary) &

Object(e, the flower) & (t)[ t=now & Hold(e,t)]]

Children accept the imperfective with present ongoing events,but reject it with past ongoing events =>

unexpected for Parsons’ theory

Page 186: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

(error due to Creation verbs)

NO: same error on IMP in the Change-of-state as in Creation Expt

What is the cause of children’s error on IMP?

Complete Event Hypothesis: children fail to license IMP with counterfactual events

Page 187: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

(error due to Creation verbs)

(B) Children mistakenly equate the semantics of Imperfective to that of Perfective (IMP = PERF)

NO: same error on IMP in the Change-of-state as in Creation Expt

What is the cause of children’s error on IMP?

Complete Event Hypothesis: children fail to license IMP with counterfactual events

Page 188: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Children fail to make distinction between the semantics of IMP

and PERF in one particular situation - with conative (past

permanently incomplete) events (as in the Creation & Change-of-

state experiments)

• Maybe they will distinguish semantics of IMP from that of PERF

in some other situation

Children: semantics IMP = semantics PERF ?

Page 189: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

BOY

GIRL

bikewater the flowers

clean the table

Ongoing-success Experiment

Page 190: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(i) Poka mal’chik polival cvety, devochka vytiralaI stol. While the boy was watering flowers, the girl was cleaning the table.

BOY

GIRL

bikewater the flowers

clean the table

Ongoing-success Experiment

Adult Response

YES

Page 191: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(i) Poka mal’chik polival cvety, devochka vytiralaI stol. While the boy was watering flowers, the girl was cleaning the table.

(ii) Poka mal’chik polival cvety, devochka vyterlaP stol. While the boy was watering flowers, the girl cleaned the table.

BOY

GIRL

bikewater the flowers

clean the table

Ongoing-success Experiment

Adult Response

YES

NO

Page 192: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(i) Poka mal’chik polival cvety, devochka vytiralaI stol. While the boy was watering flowers, the girl was cleaning the table.

(ii) Poka mal’chik polival cvety, devochka vyterlaP stol. While the boy was watering flowers, the girl cleaned the table.

BOY

GIRL

bikewater the flowers

clean the table

evaluation of Matrix event

Ongoing-success Experiment

Adult Response

YES

NO

Page 193: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(i) Poka mal’chik polival cvety, devochka vytiralaI stol. While the boy was watering flowers, the girl was cleaning the table.

(ii) Poka mal’chik polival cvety, devochka vyterlaP stol. While the boy was watering flowers, the girl cleaned the table.

If children behave like adults =>

they know some semantic difference between IMP & PERF

BOY

GIRL

bikewater the flowers

clean the table

evaluation of Matrix event

Ongoing-success Experiment

Adult Response

YES

NO

Page 194: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Truth Value Judgment Task (Crain&Thornton 1998)

• 12 children age 3 - 5;10; 4 stories each

• Each story was such that

IMP sentence is correct

PERF sentence is wrong

• 39 trials total: 19 trials – IMP20 trials - PERF

Ongoing-success Expt: Design

Page 195: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Ongoing Experiment Results

39 trials total: 20 trials - PERF, 19 trials - IMP

Ongoing Experiment Results

80%

0%0%

20%

40%

60%

80%

100%

PERF IMP

Children

Adults

Page 196: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

(error due to Creation verbs)

(B) Children mistakenly equate the semantics of Imperfective to that of Perfective (IMP = PERF)

NO: same error on IMP in the Change-of-state as in Creation Expt

NO: distinguish IMP from PERF in the ongoing-success situation

What is the cause of children’s error on IMP?

Complete Event Hypothesis: children fail to license IMP with counterfactual events

Page 197: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

(A) Children require the presence of the object in the scene

(error due to Creation verbs)

(B) Children mistakenly equate the semantics of Imperfective to that of Perfective (IMP = PERF)

NO: same error on IMP in the Change-of-state as in Creation Expt

NO: distinguish IMP from PERF in the ongoing-success situation

What is the cause of children’s error on IMP?

Complete Event Hypothesis: children fail to license IMP with counterfactual events

Page 198: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Landman (1992): IMP(A) – the imperfective form of the predicate A with a denotation - is true in a given event e iff

(i) E, such that e E, E (E – complete event/event type)

(ii) E CON (e, w)

Page 199: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Landman (1992): IMP(A) – the imperfective form of the predicate A with a denotation - is true in a given event e iff

(i) E, such that e E, E (E – complete event/event type)

(ii) E CON (e, w)

CON (e, w) = w

The actual world is enough to find E

CON (e, w) ≠ w

Need to appeal to possible worlds to find E

e - non-counterfactual e - counterfactual

Page 200: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

CON (e, w) = w

The actual world is enough to find E

CON (e, w) ≠ w

Need to appeal to possible worlds to find E

Complete Event Hypothesis: children fail to license IMP with counterfactual events...

Landman (1992): IMP(A) – the imperfective form of the predicate A with a denotation - is true in a given event e iff

(i) E, such that e E, E (E – complete event/event type)

(ii) E CON (e, w)

e - non-counterfactual e - counterfactual

Page 201: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

CON (e, w) = w

The actual world is enough to find E

CON (e, w) ≠ w

Need to appeal to possible worlds to find E

Landman (1992): IMP(A) – the imperfective form of the predicate A with a denotation - is true in a given event e iff

(i) E, such that e E, E (E – complete event/event type)

(ii) E CON (e, w)

e - non-counterfactual e - counterfactual

Complete Event Hypothesis: children fail to license IMP with counterfactual events...

because they fail to properly deal with non-actual worlds

Page 202: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Children incorrectly reject IMP in conative situations (Creation & Change-of-state expts)Okolo dereva Obez’yanka perevorachivalaI kartinku.

At the tree Monkey was turning over a picture.

Complete Event Hypothesis

turn over the picture

Fail if counterfactual e(no E can be found in the actual world)

now

e

Page 203: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Children correctly accept IMP in the ongoing-success situation

Poka mal’chik polival cvety, devochka vytiralaI stol

While the boy was watering flowers, the girl was cleaning the table.

Complete Event Hypothesis

BOYGIRL

bikingwatering the flowers

cleaning the table

e

Succeed if non-counterfactual e

(E can be found in the actual world)

E

now

Page 204: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

BOYGIRL

bikingwatering the flowers

cleaning the table

BOYGIRL

bikingwatering the flowers

cleaning the table

Poka mal’chik polival cvety, devochka vytiralaI stol

While the boy was watering flowers, the girl was cleaning the table.

Follow-up:

Ongoing-failure

Ongoing-success

Page 205: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

BOYGIRL

bikingwatering the flowers

cleaning the table

BOYGIRL

bikingwatering the flowers

cleaning the table

Poka mal’chik polival cvety, devochka vytiralaI stol

While the boy was watering flowers, the girl was cleaning the table.

Follow-up:

e

Ongoing-failure

Ongoing-success

Page 206: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

BOYGIRL

bikingwatering the flowers

cleaning the table

BOYGIRL

bikingwatering the flowers

cleaning the table

Poka mal’chik polival cvety, devochka vytiralaI stol

While the boy was watering flowers, the girl was cleaning the table.

Follow-up:

Ongoing-failure

Ongoing-success

e

Page 207: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

BOYGIRL

bikingwatering the flowers

cleaning the table

BOYGIRL

bikingwatering the flowers

cleaning the table

NON-counterfactualChildren accepted IMP

Poka mal’chik polival cvety, devochka vytiralaI stol

While the boy was watering flowers, the girl was cleaning the table.

Counterfactual accept/reject IMP???

Follow-up:

Ongoing-failure

Ongoing-success

Page 208: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

do the puzzle

clean the table

BOY

GIRL

water flowers now

BOY

GIRL

water flowers

clean the table

now

Ongoing-failure

Ongoing-success

Conative

Russian children

Page 209: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

do the puzzle

clean the table

BOY

GIRL

water flowers now

BOY

GIRL

water flowers

clean the table

now

Ongoing-failure

Ongoing-success

Conative

Russian children

Complete EventHypothesis

Page 210: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

do the puzzle

clean the table

BOY

GIRL

water flowers now

BOY

GIRL

water flowers

clean the table

now

Ongoing-failure

Ongoing-success

Conative

Russian children

Page 211: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• conative reading is NOT available

# Het meisje maakte een puzzel (bij het huis). The girl was doing a puzzle (at the tree).

Adult Dutch

do the puzzle

clean the table

BOY

GIRL

water flowers now

BOY

GIRL

water flowers

clean the table

now

• ongoing reading IS available

Terwijl Hans de bloemen aan het water geven was, maakte Maria de tafel schoon.

While the boy was watering the flowers, the girl did/was doing the puzzle.

Page 212: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

do the puzzle

clean the table

BOY

GIRL

water flowers now

BOY

GIRL

water flowers

clean the table

now

Ongoing-failure

Ongoing-success

Conative

Rus adultsDutch

simple past =Rus children

Page 213: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• What may have looked at first like a typological anomaly, may turn out to reflect a form of ‘parametric learning’, moving from the ‘Dutch’ state to the adult Russian state

Page 214: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Outline

• Background

• Constraints on pronoun interpretation

• Argument structure

• Aspectual interpretation

• Verbal morphosyntax

• Conclusions

Page 215: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Verbal Morphosyntax

Page 216: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-Language Contrasts at Age 2

• ‘Root Infinitives’ in spontaneous speech of 2-year olds in many languages; alternate with finite forms

doggie wants snack doggie want snackHans ißt Brot Hans Brot essen

• Striking regularities in distribution of Root Infinitives across languages (update of Phillips, 1995)

Page 217: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-Language Contrasts at Age 2

• Root Infinitives absent from children’s wh-questions and topicalizations in German, Dutch, Swedish, etc.

• These are languages where the adult language disallows embedded infinitival wh-clauses

Page 218: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Cross-Language Contrasts at Age 2

• Root Infinitives very rare in sentences with overt subjects in some languages

• These are languages where the adult language disallows ECM (e.g., I want John to leave); e.g. Dutch, German, Russian

• In languages which allow ECM, children produce overt subjects with RI’s; e.g. English, Danish, Icelandic

Page 219: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

• Although the cause of RI’s remains unclear, the distribution of RI’s across languages closely tracks the language-specific syntax of infinitival clauses

• Why does language-specific knowledge appear so rapidly in this case?

• Surface syntax is easy-to-observe

Cross-Language Contrasts at Age 2

Page 220: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Outline

• Background

• Constraints on pronoun interpretation

• Argument structure

• Aspectual interpretation

• Verbal morphosyntax

• Conclusions

Page 221: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Conclusions

• Cross-language typology can help to predict developmental trajectories … imperfectly

• Must be combined with an independent understanding of what a child is equipped to easily observe in language input

• ‘Deep typology’ is not a replacement for ‘observational learning’; it enhances observational learning by making observations more powerful

• In this light, developmental trajectories could be projected rather more accurately

Page 222: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

??

Unification Problem

Page 223: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Overview of Talks

1. The Unification Problem

2. Building Syntactic Relations

3. Abstraction: Sounds to Symbols

4. Linguistics and Learning

In-situ

600

700

800

900

1000

1100

1 2 3 4 5 6 7 8

Region

Reading Time

DeclC

QP

どの生徒に…

Page 224: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Prospects

• The Unification Problem is becoming a problem, not a mystery

• We can generate detailed hypotheses about real-time linguistic computation … and test them

• We can probe different levels of representation of the same external events

• We can draw close connections between theories of the adult state and theories of development

Page 225: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

with help from ...University of Maryland

Shani AbadaSachiko Aoshima

Daniel Garcia-PedrosaAna Gouvea

Nina KazaninaMoti LiebermanLeticia PablosDavid PoeppelBeth RabbinSilke Urban

Carol WhitneyMasaya Yoshida

University of Delaware

Evniki EdgarBowen HuiBaris KabakTom Pellathy

Dave SchneiderKaia Wong

Alec Marantz, MITElron Yellin, MIT

National Science FoundationJames S. McDonnell Foundation

Human Frontiers Science ProgramJapan Science & Technology Program

Kanazawa Institute of Technology

Page 226: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

http://www.ling.umd.edu/colin

[email protected]

Page 227: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Experimental Results: Breakdown by Condition

Yes/No

Principle CN=12

Poka-sentN=12

FA 1N=10

FA 2N=10

0/4 7 1 0 0

1/3 2 3 0 0

2/2 3 1 1 2

3/1 0 5 2 3

4/0 0 2 7 5

FA1: While Poohi was reading a book, hei ate the apple.FA2: Poohi ate the apple while hei was reading a book.Pr_C: * Hei ate the apple while Poohi was reading the book. Poka-sent: *While hei was reading a book, Poohi ate the apple.

Page 228: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

How the Task Works

• Child is not being judged

• Identical story for all test sentences

• Avoids child’s ‘yes’ bias

• Story favors the ungrammatical meaning

• Plausible denial

Page 229: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

Page 230: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

Page 231: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

TRUE - but ungrammatical

Page 232: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

TRUE - but ungrammatical

He ate the apple while Pooh was reading the book.

Page 233: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

TRUE - but ungrammatical

He ate the apple while Pooh was reading the book.

Eeyore

Page 234: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

TRUE - but ungrammatical

He ate the apple while Pooh was reading the book.

Grammatical - but FALSEEeyore

Page 235: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

Plausible Denial

He ate the apple while Pooh was reading the book.

TRUE - but ungrammatical

He ate the apple while Pooh was reading the book.

Grammatical - but FALSE

clearly FALSE, since it almost happened, but then didn’t

Eeyore

Page 236: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“Great. Now that Pooh is reading the book, I can eat this delicious apple.”

Page 237: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“I shouldn’t be such a greedy donkey - I should let Pooh eat the apple.”

Page 238: Language Acquisition and Cross-Language Variation Colin Phillips Cognitive Neuroscience of Language Laboratory Department of Linguistics University of

“I suppose I have to eat a banana instead.”