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Proceedings of the Sixth Workshop on Cognitive Aspects of Computational Language Learning
We address the question whether children can acquire mature use of higher-level grammatical choices from the linguistic input, given only general prior knowledge and learning biases. We do so on the basis of a case study with the dative alternation in English, building on a study by de Marneffe et al. (2012) who model the production of the dative alternation by seven young children, using data from the Child Language Data Exchange System corpus. Using mixed-effects logistic modelling on thedoi:10.18653/v1/w15-2414 fatcat:bdwhh2cn5fgyba3gun2u5u2w5a