Connectionism, theories of learning, and syntax acquisition
Where do we stand
Bibliographic Data
| ID | 20367656 |
|---|---|
| Authors | Nick Chater (0000-0002-9745-0686, University of Warwick), Martin Redington (UCL Australia) |
| Year | 1999 |
| Volume | 26 |
| Issue | 1 |
| Pages | 217-260 |
| Publication date | 1999-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child Language (JOURNAL) |
| Journal identifiers | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0305000998223749 |
| PMID | 10217896 |
| OpenAlex | W1976309247 |
| Language | EN |
| Citations received | 1 |
This commentary concerns two issues: the contribution of connectionism and theories of learning to developmental psychology; and the status of connectionist models of syntax acquisition
Cognition · Cognitive science · Connectionism · Developmental psychology · Language acquisition · Language development · Linguistics · Mathematics education · Second-language acquisition · Syntax · Educational and Psychological Assessments · Neuroscience · Philosophy · Psychology
| Citations per year | 0.08 |
|---|---|
| Citation span | 2014 - 2014 (1) |
| Highly cited | No |