Brian MacWhinney

Learn More
In a recent issue of this journal, Pinker and Prince (1988) and Lachter and Bever (1988) presented detailed critiques of Rumelhart and McClelland's (1986) connectionist model of the child's learning of the phonological form of the English past tense. In order to address these criticisms, a new connectionist model was constructed using the back-propagation(More)
In this paper, we explore the hypothesis that human vocabulary acquisition processes and verbal short-term memory abilities utilize a common cognitive and neural system. We begin by reviewing behavioral evidence for a shared set of processes. Next, we examine what the computational bases of such a shared system might be and how vocabulary acquisition and(More)
This study was designed to test the Fundamental Difference Hypothesis (Bley-Vroman, 1988), which states that, whereas children are known to learn language almost completely through (implicit) domain-specific mechanisms, adults have largely lost the ability to learn a language without reflecting on its structure and have to use alternative mechanisms,(More)
On a distributed connectionist approach, morphology reects a learned sensitivity to the systematic relationships among the surface forms of words and their meanings. Performance on lexical tasks should thus exhibit graded effects of both semantic and formal similarity. Although there is evidence for such effects, there are also demonstrations of(More)
We used event-related brain potentials (ERPs) to investigate the contributions of explicit and implicit processes during second language (L2) sentence comprehension. We used a L2 grammaticality judgment task (GJT) to test 20 native English speakers enrolled in the first four semesters of Spanish while recording both accuracy and ERP data. Because(More)
Recent work in language acquisition has shown how linguistic form emerges from the operation of self-organizing systems. The emergentist framework emphasizes ways in which the formal structures of language emerge from the interaction of social patterns, patterns implicit in the input, and pressures arising from general aspects of the cognitive system.(More)
Studies of the development of sentence comprehension strategies in English have indicated that, at first, children tend to rely on pragmatic and semantic strategies, whereas, later on, they rely primarily on word order to determine the basic grammatical relations. However, before making strong conclusions regarding the role of semantics in comprehension, it(More)