Engelmann, Felix and Granlund, Sonia and Kolak, Joanna and Szreder, Marta and Ambridge, Ben and Pine, Julian and Theakston, Anna and Lieven, Elena
(2021).
International Centre for Language and Communicative Development: How the Input Shapes the Acquisition of Verb Morphology: Elicited Production and Computational Modelling in Two Highly Inflected Languages, 2014-2020.
[Data Collection]. Colchester, Essex:
UK Data Service.
10.5255/UKDA-SN-853914
The International Centre for Language and Communicative Development (LuCiD) will bring about a transformation in our understanding of how children learn to communicate, and deliver the crucial information needed to design effective interventions in child healthcare, communicative development and early years education.
Learning to use language to communicate is hugely important for society. Failure to develop language and communication skills at the right age is a major predictor of educational and social inequality in later life. To tackle this problem, we need to know the answers to a number of questions: How do children learn language from what they see and hear? What do measures of children's brain activity tell us about what they know? and How do differences between children and differences in their environments affect how children learn to talk? Answering these questions is a major challenge for researchers. LuCiD will bring together researchers from a wide range of different backgrounds to address this challenge.
The LuCiD Centre will be based in the North West of England and will coordinate five streams of research in the UK and abroad. It will use multiple methods to address central issues, create new technology products, and communicate evidence-based information directly to other researchers and to parents, practitioners and policy-makers.
LuCiD's RESEARCH AGENDA will address four key questions in language and communicative development: 1) ENVIRONMENT: How do children combine the different kinds of information that they see and hear to learn language? 2) KNOWLEDGE: How do children learn the word meanings and grammatical categories of their language? 3) COMMUNICATION: How do children learn to use their language to communicate effectively? 4) VARIATION: How do children learn languages with different structures and in different cultural environments?
The fifth stream, the LANGUAGE 0-5 PROJECT, will connect the other four streams. It will follow 80 English learning children from 6 months to 5 years, studying how and why some children's language development is different from others. A key feature of this project is that the children will take part in studies within the other four streams. This will enable us to build a complete picture of language development from the very beginning through to school readiness.
Applying different methods to study children's language development will constrain the types of explanations that can be proposed, helping us create much more accurate theories of language development. We will observe and record children in natural interaction as well as studying their language in more controlled experiments, using behavioural measures and correlations with brain activity (EEG). Transcripts of children's language and interaction will be analysed and used to model how these two are related using powerful computer algorithms.
LuciD's TECHNOLOGY AGENDA will develop new multi-method approaches and create new technology products for researchers, healthcare and education professionals. We will build a 'big data' management and sharing system to make all our data freely available; create a toolkit of software (LANGUAGE RESEARCHER'S TOOLKIT) so that researchers can analyse speech more easily and more accurately; and develop a smartphone app (the BABYTALK APP) that will allow parents, researchers and practitioners to monitor, assess and promote children's language development.
With the help of six IMPACT CHAMPIONS, LuCiD's COMMUNICATIONS AGENDA will ensure that parents know how they can best help their children learn to talk, and give healthcare and education professionals and policy-makers the information they need to create intervention programmes that are firmly rooted in the latest research findings.
Data description (abstract)
The aim of the present work was to develop a computational model of how children acquire inflectional morphology for marking person and number; one of the central challenges in language development. First, in order to establish which putative learning phenomena are sufficiently robust to constitute a target for modelling, we ran large-scale elicited production studies with native learners of Finnish (N = 77; 35–63 months) and Polish (N = 81; 35–59 months), using a novel method that, unlike previous studies, allows for elicitation of all six person/number forms in the paradigm (first, second and third person; singular and plural). We then proceeded to build and test a connectionist model of the acquisition of person/number marking which not only acquires near adult-like mastery of the system (including generalisation to unseen items), but also yields all of the key phenomena observed in the elicited-production studies; specifically, effects of token frequency and phonological neighbourhood density of the target form, and a pattern whereby errors generally reflect the replacement of low frequency targets by higher-frequency forms of the same verb, or forms with the same person/number as the target, but with a suffix from an inappropriate conjugation class. The findings demonstrate that acquisition of even highly complex systems of inflectional morphology can be accounted for by a theoretical model that assumes rote storage and phonological analogy, as opposed to formal symbolic rules.
Data creators: |
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Sponsors: |
Economic and Social Research Council
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Grant reference: |
ES/L008955/1
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Topic classification: |
Psychology
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Keywords: |
LANGUAGE DEVELOPMENT, MODELLING, LANGUAGE
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Project title: |
The International Centre for Language and Communicative Development
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Alternative title: |
LuCiD WP6
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Grant holders: |
Elena Lieven, Bob McMurray, Jeffrey Elman, Gert Westermann, Morten H Christiansen, Thea Cameron-Faulkner, Fernand Gobet, Ludovica Serratrice, Sabine Stoll, Meredith Rowe, Padraic Monaghan, Michael Tomasello, Ben Ambridge, Silke Brandt, Anna Theakston, Eugenio Parise, Caroline Frances Rowland, Colin James Bannard, Grzegorz Krajewski, Franklin Chang, Floriana Grasso, Evan James Kidd, Julian Mark Pine, Arielle Borovsky, Vincent Michael Reid, Katherine Alcock, Daniel Freudenthal
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Project dates: |
From | To |
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1 September 2014 | 31 May 2020 |
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Date published: |
26 Aug 2021 16:49
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Last modified: |
26 Aug 2021 16:49
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Collection period: |
Date from: | Date to: |
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1 September 2014 | 31 May 2020 |
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Country: |
Finland, Poland |
Data collection method: |
80 children were tested in Finnish, and 91 were tested in Polish. A total of thirteen children were excluded, resulting in a final sample of 77 Finnish children, and 81 Polish. All children were reported to be typically-developing monolingual speakers. The study used a within-subjects design with an elicited production paradigm; the stimuli consisted of 32 verbs in each language with accompanying videos presented on a laptop computer. All verbs were chosen to be familiar to young children, and suitable for illustration in cartoon animations. For each language, we created 10 pseudo-randomized lists, each containing 16 of the 32 verbs. Each child completed one list (i.e., half of the total experimental design) in order to minimize fatigue. For each of the 16 verbs assigned to each participant, we attempted to elicit all six present tense forms (1sg, 2sg, 3sg, 1pl, 2pl, 3pl) in Polish, and all but 3pl (which is not commonly used in spoken language) in Finnish, for a total of 96 and 80 trials per participant in Polish and Finnish, respectively. Each child was tested individually in a quiet setting, and completed three sessions: a training/practice session (20–25 min) and two experimental sessions (each 15–25 min), each containing half of the test stimuli for each child (i.e., 48 trials in Polish and 40 in Finnish). The child was seated in front of the laptop computer with a ‘talking’ toy fox positioned next to the laptop, facing the child and the experimenter. The toy fox’s internal speakers were connected to the laptop. The child was told that she would be playing a game with the experimenter in which they would watch and describe some videos of different actions. Each animation ended on an informative freeze-frame which clearly depicted the action being performed. The child then produced their response, and it was audio-recorded. |
Observation unit: |
Individual |
Kind of data: |
Numeric, Text, Audio |
Type of data: |
Experimental data
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Resource language: |
English |
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Rights owners: |
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Contact: |
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Notes on access: |
The Data Collection is available to any user without the requirement for registration for download/access.
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Publisher: |
UK Data Service
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Last modified: |
26 Aug 2021 16:49
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