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Caroline F. Rowland; Amy Bidgood; Gary Jones; Andrew Jessop; Paula Stinson; Julian M. Pine; Samantha Durrant; Michelle S. Peter – Language Learning, 2025
A strong predictor of children's language is performance on non-word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A…
Descriptors: Vocabulary Development, Comparative Analysis, Computational Linguistics, Language Skills
Adnane Ez-zizi; Dagmar Divjak; Petar Milin – Language Learning, 2024
Since its first adoption as a computational model for language learning, evidence has accumulated that Rescorla-Wagner error-correction learning (Rescorla & Wagner, 1972) captures several aspects of language processing. Whereas previous studies have provided general support for the Rescorla-Wagner rule by using it to explain the behavior of…
Descriptors: Error Correction, Second Language Learning, Second Language Instruction, Gender Differences
Aslin, Richard N.; Newport, Elissa L. – Language Learning, 2014
In the past 15 years, a substantial body of evidence has confirmed that a powerful distributional learning mechanism is present in infants, children, adults and (at least to some degree) in nonhuman animals as well. The present article briefly reviews this literature and then examines some of the fundamental questions that must be addressed for…
Descriptors: Linguistic Input, Grammar, Language Research, Computational Linguistics
Gyllstad, Henrik; Wolter, Brent – Language Learning, 2016
The present study investigates whether two types of word combinations (free combinations and collocations) differ in terms of processing by testing Howarth's Continuum Model based on word combination typologies from a phraseological tradition. A visual semantic judgment task was administered to advanced Swedish learners of English (n = 27) and…
Descriptors: Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction
Ellis, Nick C.; O'Donnell, Matthew Brook; Romer, Ute – Language Learning, 2013
Each of us as language learners had different language experiences, yet somehow we have converged upon broadly the same language system. From diverse, often noisy samples, we have attained similar linguistic competence. How so? What mechanisms channel language acquisition? Could our linguistic commonalities possibly have converged from our shared…
Descriptors: Verbs, Grammar, Semantics, Language Usage
Reali, Florencia – Language Learning, 2014
The processing difficulty of nested grammatical structure has been explained by different psycholinguistic theories. Here I provide corpus and behavioral evidence in favor of usage-based models, focusing on the case of object relative clauses in Spanish as a first language. A corpus analysis of spoken Spanish reveals that, as in English, the…
Descriptors: Language Processing, Grammar, Psycholinguistics, Linguistic Theory
Wiechmann, Daniel; Kerz, Elma – Language Learning, 2014
Second language learners reach expert levels in relative cue weighting only gradually. On the basis of ensemble machine learning models fit to naturalistic written productions of German advanced learners of English and expert writers, we set out to reverse engineer differences in the weighting of multiple cues in a clause linearization problem. We…
Descriptors: Second Language Learning, Second Language Instruction, Cues, English (Second Language)

Ellis, Nick C. – Language Learning, 1998
Summarizes a range of theoretical approaches to language acquisition. Argues that language representations emerge from interactions at all levels from brain to society. Connectionism, which provides a set of computational tools for exploring the conditions under which emergent properties arise, is discussed, and simulations of emergence of…
Descriptors: Computational Linguistics, Language Acquisition, Language Research, Learning Theories