Semantic bootstrapping

Plans for editing the Semantic Bootstrapping Page:

• The existing definition of the Semantic Bootstrapping on the Bootstrapping (linguistics) page seems to be too general, it could be lengthened and elaborated more in detail.
• Examples such as experiments done by researchers to prove the concept of Semantic Bootstrapping could be added.
• The opposing view of Semantic Bootstrapping could be added.

Ngkawing (talk) 03:10, 7 October 2016 (UTC)

• The relationship between semantic bootstrapping and syntactic and prosodic bootstrapping could be added. Rebeccacm (talk) 05:04, 7 October 2016 (UTC)

• I think we need more experiments and counters. They seem really difficult to find. Jtwelsh (talk) 13:30, 7 October 2016 (UTC)

Bibliography:

Definition of Semantic Bootstrapping

• Pinker, S. (1987). The bootstrapping problem in language acquisition. Mechanisms of language acquisition, 399-441.
• Kirby, S. (2009). Semantic scaffolding in first language acquisition: The acquisition of raising-to-object and object control. THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL. Ngkawing (talk) 03:10, 7 October 2016 (UTC)

• Pinker, S. (1984). The semantic bootstrapping hypothesis. Mechanisms of language acquisition, 406-413.
• Rondal JA, & Cession A. (1990). Input evidence regarding the semantic bootstrapping hypothesis. Journal Of Child Language, 17(3), 711-7. Rebeccacm (talk) 05:04, 7 October 2016 (UTC)

• Bowerman, Melissa; Levinson, Steve, eds. Language Acquisition and Conceptual Development. Cambridge: Cambridge University Press. pp. 450–474.Jtwelsh (talk) 13:27, 7 October 2016 (UTC)

General Discussion of Bootstrapping Interactions

• Lila R. Gleitman, Barbara Landau (1994). Lila R. The Acquisition of the Lexicon. Cambridge, MA: MI. Print.Jtwelsh (talk) 13:27, 7 October 2016 (UTC) (This one has a large compilation of papers)

Semantic Bootstrapping Experiments

• Kirby, S. (2010). Passives in first language acquisition: What causes the delay?. University of Pennsylvania Working Papers in Linguistics, 16(1), 13.
• Parr N & Breheny R (2010). For want of a VP: a study in semantic bootstrapping. University College London. pp. 64-77.Jtwelsh (talk) 13:27, 7 October 2016 (UTC)

Limits of Semantic Bootstrapping

• Gleitman, L. (1990). The structural sources of verb meanings. Language acquisition, 1(1), 3-55. Ngkawing (talk) 03:10, 7 October 2016 (UTC)

Opposition to Semantic Bootstrapping

• Levin, B. (1993). Introduction: the theoretical perspective. Verb classes and Alternations, 1-19. Rebeccacm (talk) 05:07, 7 October 2016 (UTC)

Pseudoarticle:

Semantic bootstrapping

Semantic bootstrapping is a theory that proposes that semantic notions can provide evidence for grammatical entities and categories. A child, when acquiring their first language, is not initially aware of grammatical elements, such as verbs, adjectives, and nouns, but they observe actions, features, and objects. The child may recognize, for example, that words representing different actions are used for the same semantic purpose. Similarly, names of objects and people are used in their own set of semantic roles. From these semantic properties, the child can inductively reason that these words belong to some category. The semantic relations between different categories can then form an inductive basis to grammatical structures and rules. While semantic bootstrapping does not explain all language acquisition, it provides a fundamental set of grammatical elements and rules upon which additional learning, through various proposed methods, may be built.

Evidence

//Logic and data supporting Semantic bootstrapping hypothesis. Experiment data can go here as well.

Challenges to Semantic Bootstrapping

The semantic bootstrapping hypothesis is largely criticized. Gleitman argues that word learning is not as easy as the semantic bootstrapping hypothesis makes it seem. It is not always possible to just look at the world and learn a word from the situation. Gleitman gives the example of a chasing and fleeing event. Both words could be used to describe the event at hand, for example: "The cat is feeing the Fox", but "the fox is also chasing the cat." It is not reasonable to expect a child to be able to figure out which is the correct word just by witnessing the event. Gleitman also points out the near impossibility of learning some verbs using this hypothesis. Verbs like think, hope, guess and wonder are not actions that you can see in the world. Children would not be able to learn the meanings of these words if they only learned words based on what they could see in the world.

Other Stuff

Potential other discussion on relevant material

See also

• Semantics
• Syntactic bootstrapping
• Linguistics
• etc

Notes

//Biblio linking to relevant parts of the article goes here.