The relation between linguistic analogies and lexical categories*
This chapter examines evidence that adults and infants can learn proto-categories through morphological paradigms in which a subset of the categories are double-marked. It is possible that the requirement for double-marking of categories provides evidence for analogy as a category learning mechanism. Experimental results allow for a refinement of factors contributing to ‘good analogies’. These refinements, in turn, may lead to advances in the understanding of syntactic category acquisition.
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