What is Cognitive Science
Syntax, Semantics, and the Acquisition of Number Words
Dr. Kristen Syrett
Thursday, December 04, 2008, 12:00pm - 07:00pm
Rutgers University, Center for Cognitive Science
How do children manage to identify number words in the input and acquire their meaning? One solution that has been proposed is that children benefit from attending to their relative distribution in a limited range of syntactic environments, and comparing this distribution with competing lexical items with overlapping distribution, such as quantifiers and adjectives. The strong version of this proposal has children obtaining the semantics of number words directly from these syntactic environments, while a weaker version maintains that these environments allow children to distinguish quantity-denoting words from others, but that other verbal cues such as the counting routine serve to highlight number word meaning specifically. In this talk, I present results from two complementary sources - a corpus analysis of child-directed speech and experimental evidence from child and adult participants - arguing against the strong version of this proposal. The results also remind us to be cautious when inferring a lack of underlying competence from less-than-perfect performance.
"What is Cognitive Science?"
This lunchtime talks series is designed to introduce the University community to issues in Cognitive Science. Cognitive Science is one the the few fields where modern developments in computer science and artificial intelligence promise to shed light on classical problems in psychology and the philosophy of the mind. Ancient questions of how we see the world, understand language, and reason, and questions such as 'how a material system can know about the outside world', are being explored with the powerful new conceptual prosthetics of computer modeling.
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