Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-05T21:16:08.235Z Has data issue: false hasContentIssue false

Competition in learning language-based categories

Published online by Cambridge University Press:  28 November 2008

Roman Taraban*
Affiliation:
Texas Tech University
Bret Roark
Affiliation:
Oklahoma Baptist University
*
Roman Taraban, Department of Psychology, Texas Tech University, Lubock, TX 79409

Abstract

Competition is a property of cognitive processing which results from learning that is characterized by the indeterminate encoding of instances and from processing that is characterized by the mutual influence of all activated representations on one another. In the present study, non-French participants learned gender-appropriate adjectives (petit or petite) for a set of 24 French nouns. We found that learning the same set of feminine French nouns could be made more or less difficult when the nouns in the masculine category created more or less competition. One measure from the Competition Model of MacWhinney and Bates (Bates & MacWhinney, 1987, 1989; MacWhinney, 1985, 1987) – cue reliability – predicted these competition effects. We tested an alternative measure based on the encoding of the nouns in memory (termed exemplars) and found that it predicted participants' mean learning performance somewhat more accurately. In the final section of this article, we extend our exemplar-based measure to a connectionist network in order to account for competition and the time course of learning. The network provided a superior fit to the data, with an average R2 = .91.

Type
Articles
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Anderson, J. R.(1991). The adaptive nature of human categorization. Psychological Review, 98, 409429.CrossRefGoogle Scholar
Bates, E., & MacWhinney, B. (1987). Competition, variation, and language learning. In MacWhinney, B. (Ed.), Mechanisms of language acquisition (pp. 157194). Hilldale, NJ: Erlbaum.Google Scholar
Bates, E., & MacWhinney, B. (1989). The crosslinguistic study of sentence processing. New York: Cambridge University Press.Google Scholar
Bloomfield, L. (1933). Language. New York: Holt, Rinehart & Winston.Google Scholar
Bresnan, J. (1982). The mental representation of grammatical relations. Cambridge: MIT Press.Google Scholar
Braine, M. (1987). What is learned in acquiring word classes – A step toward an acquisition theory. In MacWhinney, B. (Ed.), Mechanisms of language acquisition (pp. 6588) Hillsdale, NJ: Erlbaum.Google Scholar
Bresnan, J., & Kaplan, R. (1982). Introduction: Grammars as mental representations of language. In Bresnan, J. (Ed.), The mental representation of grammatical relations (pp. xvii–lii). Cambridge: MIT Press.Google Scholar
Brooks, P., Braine, M., Catalano, L., Brody, R., & Sudhalter, V. (1993). Acquisition if gender-like noun subclasses in an artificial language: The contribution of phonological markers to learning. Journal of Memory and Language, 32, 7695.CrossRefGoogle Scholar
Corbett, G. (1991). Gender. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Daugherty, K., & Seidenberg, M. (1992). Rules or connections? The past tense revisited. Proceedings of the Fourteenth Annual Meeting of the Cognitive Science Society (pp. 259264). Hillsdale, NJ: Erlbaum.Google Scholar
Estes, W. K. (1994). Classification and cognition. Oxford: Oxford University Press.CrossRefGoogle Scholar
Fraser, W., Squair, J., & Parker, C. (1948). Modern complete French grammar. Boston: D. C. Heath & Co.Google Scholar
Gibson, E. (1992). On the adequacy of the competition model. Language, 68, 812830.CrossRefGoogle Scholar
Gupta, P., & MacWhinney, B. (1992). Integrating category acquisition with inflectional marking: A model of the German nominal system. Proceedings of the Fourteenth Annual Meeting of the Cognitive Science Society (pp. 253258). Hillsdale, NJ: Erlbaum.Google Scholar
Kail, M. (1989). Cue validity, cue cost and processing types in French sentence comprehension. In MacWhinney, B. & Bates, E. (Eds.), Crosslinguistic studies of sentence processing (pp. 77115). Cambridge: Cambridge University Press.Google Scholar
Karmiloff-Smith, A. (1979). A functional approach to child language: A study of determiners and reference. Cambridge: Cambridge University Press.Google Scholar
Kruschke, J. (1992). ALCOVE: An exemplar-based connectionist model of category learning. Psychological Review. 99, 2244.CrossRefGoogle ScholarPubMed
MacWhinney, B. (1985). Hungarian language acquisition as an exemplification of a general model of grammatical development. In Slobin, D. (Ed.), The crosslinguistic study of language acquisition: Vol. 2. Theoretical issues (pp. 10691155). Hillsdale, NJ: Erlbaum.Google Scholar
MacWhinney, B. (1987). The competition model. In MacWhinney, B. (Ed.), Mechanisms of language acquisition (pp. 249308). Hillsdale, NJ: Erlbaum.Google Scholar
MacWhinney, B. (1989). Competition and connectionism. In MacWhinney, B. & Bates, E. (Eds.), Crosslinguistic studies of sentence processing (pp. 422457). Cambridge: Cambridge University Press.Google Scholar
MacWhinney, B., & Leinbach, J. (1991). Implementations are not conceptualizations: Revising the verb learning model. Cognition. 40, 121157.CrossRefGoogle Scholar
MacWhinney, B., Leinbach, J., Taraban, R., & McDonald, J. (1989). Language learning: Cues or rules? Journal of Memory and Language, 28, 255277.CrossRefGoogle Scholar
Maratsos, M. (1989). The acquisition of formal word classes. In Levy, Y., Schlesinger, I.., & Braine, M. (Eds.), Categories and processes in language acquisition (pp. 3144). Hillsdale, NJ: Erlbaum.Google Scholar
Maratsos, M., & Chalkley, M. (1980). The internal language of children's syntax: The ontogenesis and representation of syntactic categories. In Nelson, K. (Ed.), Children's language (Vol. 2, pp. 127214). New York: Gardner Press.Google Scholar
Marcus, G., Bninkmann, U., Clahsen, H., Wiese, R., Woest, A., & Pinker, S.(1993). German inflection: The exception that proves the rule (Occasional Paper No. 47). Cambridge, MA: Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology.Google Scholar
Mayzner, M., & Tresselt, M. (1965). Tables of single-letter and digram frequency counts for various word length and letter position combinations. Psychonomic Science Monograph Supplements, 1, 1332.Google Scholar
McClelland, J., & Kawamoto, A. (1986). Mechanisms of sentence processing: Assigning roles to constituents. In McClelland, J., Rumelhart, D., & The PDP Research Group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 2, pp. 272326). Cambridge: MIT Press.Google Scholar
McClelland, J., & Rumelhart, D. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375407.CrossRefGoogle Scholar
McDonald, J. (1993). The acquisition of categories marked by multiple probabilistic cues. In Nakamura, G. V., Taraban, R., & Medin, D. (Eds.), The psychology of learning and motivation: Vol. 29. Categorization by humans and machines (pp. 129156). San Diego, CA: Academic.CrossRefGoogle Scholar
McDonald, J., & Heilenman, K. (1991). Determinants of cue strength in adult first and second language speakers of French. Applied Psycholinguistics, 12, 313348.CrossRefGoogle Scholar
McDonald, J., & MacWhinney, B. (1991). Levels of learning: A comparison of concept formation and language acquisition. Journal of Memory and Language, 30. 407430.CrossRefGoogle Scholar
Medin, D., & Schaffer, M. (1978M). Context theory of classification learning. Psychological Review, 85, 207238.CrossRefGoogle Scholar
Miikkulainen, R. (1993). Subsymbolic natural language processing. Cambridge: MIT Press.Google Scholar
Mills, A. (1986). The acquisition of gender: A study of English and German. Berlin: Springer.CrossRefGoogle Scholar
Neidle, C. (1982). Case agreement in Russian. In Bresnan, J. (Ed.), The mental representation of grammatical relations (pp. 391426). Cambridge: MIT Press.Google Scholar
Nosofsky, R. (1984). Choice, similarity, and the context theory of classification. Journal of Experimental Psychology: Learning, Memory, and Cognition. 10, 104114.Google ScholarPubMed
Nosofsky, R. (1991). Relation between the rational model and the context model of categorization. Psychological Science, 2, 416421.CrossRefGoogle Scholar
Pinker, S. (1991). Rules of language. Science, 253, 530535.CrossRefGoogle ScholarPubMed
Reed, S. (1972). Pattern recognition and classification. Cognitive Psychology, 3, 382407.CrossRefGoogle Scholar
Rosch, E., & Mervis, C. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573605.CrossRefGoogle Scholar
Rumelhart, D., Hinton, G., & Williams, R. (1986). Learning internal representations by error propagation. In Rumelhart, D., McClelland, J., & The PDP Research Group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 1, pp. 318362). Cambridge: MIT Press.CrossRefGoogle Scholar
Rumelhart, D., & McClelland, J. (1986). On learning the past tenses of English verbs. In McClelland, J., Rumelhart, D., & The PDP Research Group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 2, pp. 216271). Cambridge: MIT Press.CrossRefGoogle Scholar
St. John, M., & McClelland, J. (1990). Learning and applying contextual constraints in sentence comprehension. Artificial Intelligence. 46, 217258.CrossRefGoogle Scholar
Taraban, R., McDonald, J., & MacWhinney, B. (1989). Category learning in a connectionist model: Learning to decline the German definite article. In Corrigan, R., Eckman, F., & Noonan, M. (Eds.), Linguistic categorization (pp. 163193). Philadelphia: Benjamins.CrossRefGoogle Scholar
Taraban, R., & Palacios, J. (1993). Exemplar models and weighted cue models in category learning. In Nakamura, G.V., Taraban, R., & Medin, D. (Eds.), The psychology of learning and motivation: Volume 29. Categorization by humans and machines (pp. 91127). San Diego, CA: Academic.CrossRefGoogle Scholar
Tucker, G., Lambert, W., & Rigault, A. (1977). The French speaker's skill with grammatical gender: An example of rule-governed behavior. The Hague: Mouton.CrossRefGoogle Scholar
Westermann, G., & Miikkulainen, R. (1994). Verb inflections in German child language: A connectionist account (Technical Report A194–216). University of Texas at Austin, Department of Computer Science.Google Scholar