Learning Syntax and Meanings Through Optimization and Distributional Analysis

It is perhaps misleading to use the word theory to describe the view of language acquisition and cognitive development, which is the subject of this chapter. This word is used as a matter of convenience; it applies here to what is best characterized as a partially completed program of research—a jigsaw puzzle in which certain pieces have been positioned with reasonable confidence, while others have been placed tentatively and many have not been placed at all. The most recent exposition of these ideas is developed in two papers: Wolff (1982) and Wolff (1987). Earlier papers in this program of research include Wolff (1975, 1976, 1977, 1980). Wolff (1982) describes a computer model of linguistic/cognitive development and some associated theory. Wolff (1987) describes extensions to the ideas in the first paper. These papers and previous publications are somewhat narrow in scope, concentrating on detailed discussion of aspects of the theory. The intention here is to provide a broader perspective on the set of ideas. The chapter begins with a brief summary of the presuppositions of the theory. Then the theory is described in outline: first a brief description of the computer model which is the main subject of Wolff (1982) and then a more abstract account, including the developments described in Wolff (1987). The body of the chapter reviews the empirical support for the theory.