Syntactic bootstrapping

Syntactic bootstrapping is a theory in developmental psycholinguistics and language acquisition which proposes that children learn word meanings by recognizing syntactic categories (such as nouns, adjectives, etc.) and the structure of their language. It is proposed that children have innate knowledge of the links between syntactic and semantic categories and can use these observations to make inferences about word meaning. Learning words in one's native language can be challenging because the extralinguistic context of use does not give specific enough information about word meanings. Therefore, in addition to extralinguistic cues, conclusions about syntactic categories are made which then lead to inferences about a word's meaning. This theory aims to explain the acquisition of lexical categories such as verbs, nouns, etc. and functional categories such as case markers, determiners, etc. Syntactic bootstrapping is a theory in developmental psycholinguistics and language acquisition which proposes that children learn word meanings by recognizing syntactic categories (such as nouns, adjectives, etc.) and the structure of their language. It is proposed that children have innate knowledge of the links between syntactic and semantic categories and can use these observations to make inferences about word meaning. Learning words in one's native language can be challenging because the extralinguistic context of use does not give specific enough information about word meanings. Therefore, in addition to extralinguistic cues, conclusions about syntactic categories are made which then lead to inferences about a word's meaning. This theory aims to explain the acquisition of lexical categories such as verbs, nouns, etc. and functional categories such as case markers, determiners, etc. There are a number of hypotheses that attempt to explain how children acquire various aspects of language, such as syntax and word meanings. Even within the community of those who believe in bootstrapping, there are various hypotheses that attempt to explain how children acquire the same aspect of language. For example, under semantic bootstrapping, learning word meanings to understand the difference between physical objects, agents and actions is used to acquire the syntax of a language. However, prosodic bootstrapping also attempts to explain how children acquire the syntax of their language, but through prosodic cues. Finally, syntactic bootstrapping proposes that word meanings are acquired through knowledge of a language's syntactic structure. However, regardless of the method of acquisitions, there is a consensus among bootstrappers that bootstrapping theories of lexical acquisition depend on the natural link between semantic meaning and syntactic function. This syntactic-semantic link must be readily available for children to begin learning language and, therefore, must be innate. The link functions to map semantic concepts of objects, actions and attributes to syntactic categories of nouns, verbs and adjectives, respectively. Diesendruck (2007) characterized these different mapping proposals as being on two dimensions: specificity to word learning and the source of support for word learning. For specificity to word learning, knowledge of lexical constraints is only useful for learning new words whereas attention to novelty its a characteristic of attention that applies beyond the domain of language. The latter dimension involves whether the source of support for word learning is endogenous (within the child) or exogenous (outside the child). For the word-learning task, the child brings their own conceptual understandings about the world, but their input comes from outside them. As mentioned above, the different theories of lexical acquisition are not mutually exclusive and do overlap each other. P. Bloom (2000) argued that there are three basic capacities that underlie child word learning: understanding mental states, understanding the kinds of things that get labeled, and understanding syntactic cues; these capacities correspond to social-cognitive understandings, cognitive biases and syntax, respectively. These underlying aspects of word learning may also change over time as the child develops. Older children have some syntax and word meanings acquired already so they may be less dependent on their input compared to children just beginning lexical development. One of the earliest demonstrations of the existence of syntactic bootstrapping is an experiment done by Roger Brown at Harvard University in 1957. In his research, Brown demonstrated that preschool-aged children could use their knowledge of different parts of speech to distinguish the meaning of nonsense words in English. The results of Brown’s experiment provided the first evidence showing that children could use syntax to infer meaning for newly encountered words and that they acquired grammar and semantics simultaneously. Brown's experiment was the beginning of the framework needed in order for the theory to thrive. This led developmental psycholinguists like Lila Gleitman, who coined the term syntactic bootstrapping in 1990, to argue that syntax was pivotal for language learning, as it also gives a learner clues about semantics. According to Gleitman's hypothesis, verbs are learned with a delay compared to other parts of speech because the linguistic information that supports their acquisition is not available during the early stages of language acquisition. The acquisition of verb meaning in children is pivotal to their language development. Syntactic bootstrapping seeks to explain how children acquire these words.