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\title[] % (optional, use only with long paper titles)
{Early Language Acquisition}

\subtitle {Simulating Language Games of the Two Word Stage}

\author[] % (optional, use only with lots of authors)
{Andreas van Cranenburgh (0440949)}

\institute[] % (optional, but mostly needed)
{Bachelor project proposal, Universiteit van Amsterdam}

\date[] % (optional)
{March 27th, 2009}

\subject{Talks}
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\begin{document}
\section{Title}
\begin{frame}
  \titlepage
\end{frame}

\section{Abstract}
\begin{frame}
{\bf Abstract} 
\begin{itemize}
\item Goal: Model of parent-child dialogues
	\begin{itemize}
	\item Linguistic knowledge stored in examplars of constructions and meanings
	\item Model should show difference between production and comprehension
	\end{itemize}
\end{itemize}

\end{frame}

\section{Main talk}
\begin{frame}
\frametitle{Introduction}

\begin{itemize}
\item Generative Linguistics: focus on rules, UG
\item Developmental Psychology: focus on observation, usage
\item A Rationalism vs.\ Empiricism debate
\end{itemize}

What to do?
\end{frame}


\newpage
\begin{frame}

\begin{quote}
``Instead of trying to produce a programme to simulate the adult mind, why not
rather try to produce one which simulates the child's? [...] Presumably the child-brain is something like a note-book as one buys it from the stationers. Rather little mechanism, and lots of blank sheets.'' -- Turing, 1950
\end{quote}

Let's make a model
\\

...If it works, we don't need the UG!
\end{frame}

\newpage
\begin{frame}[fragile]
\frametitle{Previous work}
2nd year project: focused on semantics of two word stage

Understanding ``car gone'' gives rise to a generalization:

\begin{verbatim}
1. "ball gone"  la score = 1
LINGUISTIC ABSTRACTION:
     WORDORDER: VAR:gone
     FRAME: action
            ID: action:move
            FRAME: object
                   ID: VAR
                   ABSTR: object:toy
\end{verbatim}

So {\texttt VAR} can be any toy. Here \texttt{VAR == "ball"}

NB: Semantic categories, not syntactic!
\end{frame}

\newpage
\begin{frame}
\frametitle{Issues}

\begin{itemize}
\item Semantic representation was arbitrary, \\
	could not express function words
\item Only modeled language comprehension
\item No notion of dialogue / discourse
\end{itemize}
\end{frame}


\newpage
\begin{frame}
\frametitle{Research question}

\begin{itemize}
\item Can we implement both comprehension and production using an examplar based model?
\item Can we account for the difference between these two? (comprehension better than production)
\item Is it possible to generate childlike responses in simple language games?
\end{itemize}

In short: a Turing Test with 2 year olds . . .

\end{frame}

\newpage
\begin{frame}
\frametitle{The Model}

\begin{itemize}
\item better semantic representation: \\
	include intentions, speech acts, relations between utterances etc.
\item start with `seed' concepts \& constructions
\item recombine these to interpret new constructions
\item and recombine to generate new responses
\end{itemize}
\end{frame}

\newpage
\begin{frame}[fragile]
\frametitle{Example}
\begin{verbatim}
        <adult>who's that ?
        <child>woof woof
        <adult>where's the dog?
        <child>woof woof
        <adult>dog

        [...]

        <adult>there's a kitty
        <adult>miauw miauw
        <adult>what's that ?
        <child>woof woof
        <adult>kitty ?
        <adult>see the kitty ?
\end{verbatim}

\end{frame}

\end{document}

\newpage

\section{Bibliography}
\begin{frame}
{\bf Bibliography}
%\bibliographystyle{plainnat}
\begin{thebibliography}{9}

\bibitem{Clark} 
	Andy Clark,
	\emph{Magic words: How language augments human computation},
	in Language \& Thought, P.\ Carruthers and J.\ Boucher (eds.)

\end{thebibliography}
\end{frame}
