This volume features work on learning by researchers in various
disciplines who share an interest in the systematic study of
cognition and in the study of the formal and semantic aspects of
language acquisition. A recurring theme is that language learning
involves the acquisition of certain competencies and the formation
of a system of beliefs which are significantly underdetermined by
the linguistic and nonlinguistic inputs available to the learner.
Theories of language learning must confront the epistemological
problem of how it is possible to induce and fixate a belief-system
on the basis of exposure to limited data. A typical strategy in
dealing with this problem has been to specify various types of
formal and empirical constraints on linguistic and conceptual
development in terms of specific hypotheses about the character of
what is learned and about the kinds of resources and strategies
available to the learner. Most of the contributions in this volume
are concerned with the specification and evaluation of such
constraints.
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