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Conference Paper

Language evolution in the lab: The case of child learners

MPS-Authors

Arnon,  Inbal
Department of Psychology, Hebrew University;
Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society;

External Ressource
Fulltext (public)

Raviv_Arnon_Cogsci2016a.pdf
(Publisher version), 594KB

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There is no public supplementary material available
Citation

Raviv, L., & Arnon, I. (2016). Language evolution in the lab: The case of child learners. In A. Papagrafou, D. Grodner, D. Mirman, & J. Trueswell (Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society (CogSci 2016). Austin, TX: Cognitive Science Society (pp. 1643-1648). Austin, TX: Cognitive Science Society.


Cite as: http://hdl.handle.net/11858/00-001M-0000-002B-0B2D-1
Abstract
Recent work suggests that cultural transmission can lead to the emergence of linguistic structure as speakers’ weak individual biases become amplified through iterated learning. However, to date, no published study has demonstrated a similar emergence of linguistic structure in children. This gap is problematic given that languages are mainly learned by children and that adults may bring existing linguistic biases to the task. Here, we conduct a large-scale study of iterated language learning in both children and adults, using a novel, child-friendly paradigm. The results show that while children make more mistakes overall, their languages become more learnable and show learnability biases similar to those of adults. Child languages did not show a significant increase in linguistic structure over time, but consistent mappings between meanings and signals did emerge on many occasions, as found with adults. This provides the first demonstration that cultural transmission affects the languages children and adults produce similarly.