Trace:
Differences
This shows you the differences between two versions of the page.
| Both sides previous revisionPrevious revision | |||
| frank_tenenbaum_2011 [2016/02/06 20:21] – silvia | frank_tenenbaum_2011 [2016/02/08 15:48] (current) – silvia | ||
|---|---|---|---|
| Line 401: | Line 401: | ||
| and tokens (Goldwater et al., 2006; Johnson, Griffiths, & | and tokens (Goldwater et al., 2006; Johnson, Griffiths, & | ||
| Goldwater, 2007). | Goldwater, 2007). | ||
| + | \\ | ||
| + | Finally, though the domain-general principles we have | ||
| + | identified here do capture many results, there is some | ||
| + | additional evidence for domain-specific effects. Learners | ||
| + | may acquire expectations for the kinds of regularities that | ||
| + | appear in domains like music compared with those that | ||
| + | appear in speech (Dawson & Gerken, 2009); in addition, a | ||
| + | number of papers have described a striking dissociation | ||
| + | between the kinds of regularities that can be learned from | ||
| + | vowels and those that can be learned from consonants | ||
| + | (Bonatti, Peña, Nespor, & Mehler, 2005; Toro, Nespor, | ||
| + | Mehler, & Bonatti, 2008). Both sets of results point to a | ||
| + | need for a hierarchical approach to rule learning, in which | ||
| + | knowledge of what kinds of regularities are possible in a | ||
| + | domain can itself be learned from the evidence. Only | ||
| + | through further empirical and computational work can | ||
| + | we understand which of these effects can be explained | ||
| + | through acquired domain expectations and which are best | ||
| + | explained as innate domain-specific biases or constraints. | ||
| \\ | \\ | ||