08606nam 2200673Ia 450 991096876500332120200520144314.097866131747969781283174794128317479097890272850419027285047(CKB)2550000000040972(SSID)ssj0000522474(PQKBManifestationID)11306829(PQKBTitleCode)TC0000522474(PQKBWorkID)10528177(PQKB)10362685(MiAaPQ)EBC730698(Au-PeEL)EBL730698(CaPaEBR)ebr10484066(CaONFJC)MIL317479(OCoLC)741492711(DE-B1597)721223(DE-B1597)9789027285041(EXLCZ)99255000000004097220110509d2011 uy 0engurcn|||||||||txtccrExperience, variation and generalization learning a first language /edited by Inbal Arnon, Eve V. Clark1st ed.Amsterdam ;Philadelphia John Benjamins2011x, 300 pTrends in language acquisition research; v. 7Bibliographic Level Mode of Issuance: Monograph9789027234773 9027234779 Includes bibliographical references and index.Experience, Variation and Generalization -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Introduction -- References -- PART I. Extracting regularities -- Toward a theory of gradual morphosyntactic learning -- 1. Introduction -- 2. A brief history of research on tense and agreement -- 3. Gradual morphosyntactic learning: The framework -- 4. Evidence for gradual morphosyntactic learning -- 5. Conclusion and future directions -- References -- Cues to form and function in the acquisition of german number and case inflection -- 1. Introduction -- 2. German noun inflection -- 3. Research questions and method -- 3.1 The acquisition and overgeneralization of the -n plural -- 4. The acquisition of -n as dative plural marker -- 5. Conclusions -- References -- Developing first contrasts in Spanish verb inflection: Usage and Interaction -- 1. Introduction -- 2. Method -- 2.1 Focus and scope -- 2.2 The data -- 2.3 Inflectional forms in Spanish -- 3. Analysis -- 3.1 Inflectional inventory -- 3.2 Developing a verb paradigm -- 3.3 Ways to develop a paradigm: First inflectional contrasts -- 3.4 Emergent verb classes -- 3.5 Verb inflection models in maternal usage -- 4. Final considerations -- Abbreviations -- References -- PART II. Multiple cues in learning to communicate -- A new look at redundancy in children's gesture and word combinations -- 1. Introduction -- 2. Some background -- 2.1 Early gesture communications -- 2.2 Redundancy in gesture and word combinations -- 3. The data -- 4. Findings -- 4.1 Caregiver responses to children's early gestures -- 4.2 Frequency of caregiver response to communications -- 4.3 Caregiver responses to child communications -- 5. Concluding remarks -- References -- Learning the Meaning of "Um" -- 1. Introduction: Learning and cue use -- 2. Disfluencies as a cue to speaker intention.3. How fluent is speech to young children? -- 3.1 Evidence from CHILDES of disfluencies in child-directed speech -- 3.2 General knowledge of speaker difficulty from lexically specific examples in the input -- 4. Experimental evidence of young children's use of disfluencies in comprehension -- 5. Discussion -- 5.1 An alternative possibility: Learning by doing? -- 5.2 The nature of the knowledge -- Acknowledgments -- References -- PART III. Discovering units -- From first words to segments -- 1. Introduction -- 2. Methods -- 3. Results -- 3.1 The palatal template -- 3.2 Consonant harmony -- 3.3 The move to segmental representation -- 4. Discussion and conclusion -- References -- Analysis and Generalization Across Verbs and Constructions -- 1. Introduction -- 1.1 Generalization across verbs -- 1.2 Generalization across constructions -- 1.3 Form and function of complement-clause and transitive constructions -- 1.4 Analyzability of complement-clause and transitive constructions -- 2. Input analysis -- 2.1 Predictions -- 3. Elicitation -- 4. Results -- 4.1 Error analysis -- 5. Discussion -- 5.1 Generalization across verbs -- 5.2 Frequency of co-occurrence, chunking, and analyzability -- 5.3 Generalization across constructions -- References -- Two- and three-year-olds' linguistic generalizations are prudent adaptations to the language they hear -- 1. Introduction -- 2. Method -- 3. Results -- 4. Discussion -- References -- Units of Learning in Language Acquisition -- 1. Introduction -- 2. Gestalt processes in learning -- 3. The current findings -- 4. Implications -- 5. Conclusion -- References -- PART IV. Individual differences -- Causes and consequences of variability in early language learning -- 1. Introduction -- 2. Research on variability in children's verbal abilities: An historical perspective.3. Using real-time measures to assess the development of fluency in understanding -- 4. Using real-time processing measures to study individual differences in fluency of understanding by infants and young children -- 5. Early language experience influences processing efficiency as well as vocabulary learning -- References -- Individual differences in measures of linguistic experience account for variability in the sentence processing skill of five-year-olds -- 1. Introduction -- 2. A new methodology for use with children -- 3. The current experiment -- 4. Method -- 5. Results -- 6. Discussion -- Acknowledgements -- References -- Genetic variation and individual differences in language -- 1. Introduction -- 1.1 Behavioral genetics and aspects of language development -- 1.2 The Nature of Nature': Emergentism -- 2. Genes and behavior -- 3. Molecular genetic studies in language and cognition -- 4. Towards an endophenotype approach -- 4.1 Concept -- 4.2 Merits -- 5. Possible language endophenotypes -- 5.1 Neuroimaging techniques -- 5.2 Process measures and learning-based tasks -- 5.3 Incorporating developmental change and other challenges -- 6. Conclusion -- Acknowledgments -- References -- PART V. Mechanisms for learning -- Language as a process -- 1. Introduction -- 2. Language as joint action: Pragmatic and semantic foundations -- 3. Language as replication: Stability, variation and change in language use -- 4. Language as verbalization: Semantic and grammatical structure -- 5. Conclusion: The process of language and the process of language acquisition -- References -- Memory, sleep and generalization in language acquisition -- 1. Introduction -- 2. Prior learning -- 3. How pressures from the input can alter learning over developmental time -- 4. Sleep and memory consolidation -- 5. Summary -- Acknowledgements -- References.Bayesian modeling of sources of constraint in language acquisition -- 1. Introduction -- 2. Basics of Bayesian modeling -- 3. Constraints caused by mutual learning -- 4. Constraints due to different assumptions about how data is sampled -- 5. Constraints imposed by learning abstract knowledge -- 6. Constraints imposed by imperfect approximations to the ideal -- 7. Limitations of Bayesian models -- 8. Summary -- References -- Index.Theories of language acquisition must address the role of constraints in children's learning. Are they language-specific or domain-general? Do they come from the learner or are do they result from external factors like the nature of the data? In this chapter we describe how Bayesian modeling may be used to explore this issue. The Bayesian framework has been useful for determining what an ideal learner might be able to learn given a certain set of specific constraints and a certain type of input. It also provides a natural way to compare the effect of different constraints, and to grow towards increasingly cognitively natural models by altering those constraints. Keywords: Learning constraints; Bayesian modeling.Language acquisitionLanguage acquisition.401/.93ER 920rvkArnon Inbal1800274Clark Eve V168385MiAaPQMiAaPQMiAaPQBOOK9910968765003321Experience, variation and generalization4344991UNINA02755nam 22004933 450 991016335910332120250730080352.097817828963331782896333(CKB)3810000000097936(BIP)058039419(VLeBooks)9781782896333(Perlego)3021491(MiAaPQ)EBC32211237(Au-PeEL)EBL32211237(OCoLC)1530379549(Exl-AI)993810000000097936(Exl-AI)32211237(EXLCZ)99381000000009793620250730d2014 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierBrigadier General Henry A. Wise, C. S. A. and the Western Virginia Campaign Of 18611st ed.Waipu :Pickle Partners Publishing,2014.©2014.1 online resource (83 p.) Title page -- TABLE OF CONTENTS -- ABSTRACT -- INTRODUCTION -- CHAPTER I - Wise and Antebellum Politics in Virginia -- CHAPTER II - The Strategic Importance of Western Virginia -- CHAPTER III - Wise’s Operations In the Kanawha Valley -- CHAPTER IV - Wise and Floyd in the Kanawha Valley -- CONCLUSION -- BIBLIOGRAPHY -- I. GENERAL WORKS. -- II. NEWSPAPERS -- III. GOVERNMENT PUBLICATIONS, UNITED STATES AND VIRGINIA -- IV. MANUSCRIPT MATERIALS -- V. THESES AND DISSERTATIONS -- A. Theses -- B. DissertationsGenerated by AI.This thesis examines Brigadier General Henry A. Wise's involvement in the Western Virginia Campaign of 1861. This Confederate defeat resulted in the Federal occupation of a large, strategically important section of the Confederacy in the first year of the Civil War. The author presents the reasons for this capitulation and, against the backdrop of Wise's political career, evaluates the General's performance as a military commander. This paper discusses the personal conflict which ensued between Henry Wise and John B. Floyd in the Kanawha Valley as a reason for the Confederate failure in western Virginia. The author presents the results of this capitulation to demonstrate how Wise, a popular ex-Governor of Virginia, significantly affected the course of the Civil War.Military biographyGenerated by AICivil warGenerated by AIMilitary biographyCivil warKucera Peter G1835061MiAaPQMiAaPQMiAaPQBOOK9910163359103321Brigadier General Henry A. Wise, C. S. A. and the Western Virginia Campaign Of 18614410751UNINA