从积极证据学习语言，重新考虑：一种基于简单性的方法
Language learning from positive evidence, reconsidered: A simplicity-based approach
摘要：
儿童通过接触他们的语言和交际环境来学习他们的母语，但显然不需要纠正他们的错误。这种从正面证据中学习被认为是语言习得的逻辑问题。特别是，如果没有纠正，孩子如何从纠正一个过于笼统的语法中恢复过来，这将与孩子听到的任何句子相一致？关于如何解决这一逻辑问题，有许多建议。在这里，我们回顾最近的正式结果表明，学习者有足够的数据，成功地学习积极的证据，如果它有利于最简单的语言输入编码。结果包括学习语言预测，语法判断，语言生产和形式意义映射的能力。简单性方法也可以缩小规模来分析学习特定语言结构的能力，并且可以作为描述人类语言习得的框架进行实证检验。
英文摘要：
Children learn their native language by exposure to their linguistic and communicative environment, but apparently without requiring that their mistakes are corrected. Such learning from positive evidence has been viewed as raising logical problems for language acquisition. In particular, without correction, how is the child to recover from conjecturing an over-general grammar, which will be consistent with any sentence that the child hears? There have been many proposals concerning how this logical problem can be dissolved. Here, we review recent formal results showing that the learner has sufficient data to learn successfully from positive evidence, if it favours the simplest encoding of the linguistic input. Results include the ability to learn a linguistic prediction, grammaticality judgements, language production, and form-meaning mappings. The simplicity approach can also be scaled-down to analyse the ability to learn a specific linguistic constructions, and is amenable to empirical test as a framework for describing human language acquisition.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
