Production practice is more effective than comprehension for second language learning Elise Hopman (University of Wisconsin-Madison) Abstract: Whereas most classroom-based language instruction traditionally emphasizes comprehension-based learning, memory research suggests that language production activities may provide a stronger learning experience than comprehension practice, due to the meaningfully different task demands involved in producing versus comprehending language. […]

BabyBERTa: Learning More Grammar With Small-Scale Child-Directed Language Philip Huebner (University of Illinos, Urbana-Champaign) Abstract: Transformer-based language models have taken the NLP world by storm. However, their potential for addressing important questions in language acquisition research has been largely ignored. In this work, we examined the grammatical knowledge of RoBERTa (Liu et al., 2019) when […]

TBA Okko Räsänen (Tampere University)