Text simplification is crucial for improving accessibility and comprehension for English as a Second Language (ESL) learners. This study goes a step further and aims to facilitate ESL learners' language acquisition by simplification. Specifically, we propose simplifying complex sentences to appropriate levels for learners while also increasing vocabulary coverage of the target level in the simplifications. We achieve this without a parallel corpus by conducting reinforcement learning on a large language model. Our method employs token-level and sentence-level rewards, and iteratively trains the model on its self-generated outputs to guide the model to search for simplification hypotheses that satisfy the target attributes. Experiment results on CEFR-SP and TurkCorpus datasets show that the proposed method can effectively increase the frequency and diversity of vocabulary of the target level by more than $20\%$ compared to baseline models, while maintaining high simplification quality.
Chatbots based on large language models offer cheap conversation practice opportunities for language learners. However, they are hard to control for linguistic forms that correspond to learners' current needs, such as grammar. We control grammar in chatbot conversation practice by grounding a dialogue response generation model in a pedagogical repository of grammar skills. We also explore how this control helps learners to produce specific grammar. We comprehensively evaluate prompting, fine-tuning, and decoding strategies for grammar-controlled dialogue response generation. Strategically decoding Llama3 outperforms GPT-3.5 when tolerating minor response quality losses. Our simulation predicts grammar-controlled responses to support grammar acquisition adapted to learner proficiency. Existing language learning chatbots and research on second language acquisition benefit from these affordances. Code available on GitHub.
Whether and how language models (LMs) acquire the syntax of natural languages has been widely evaluated under the minimal pair paradigm. However, a lack of wide-coverage benchmarks in languages other than English has constrained systematic investigations into the issue. Addressing it, we first introduce ZhoBLiMP, the most comprehensive benchmark of linguistic minimal pairs for Chinese to date, with 118 paradigms, covering 15 linguistic phenomena. We then train 20 LMs of different sizes (14M to 1.4B) on Chinese corpora of various volumes (100M to 3B tokens) and evaluate them along with 14 off-the-shelf LLMs on ZhoBLiMP. The overall results indicate that Chinese grammar can be mostly learned by models with around 500M parameters, trained on 1B tokens with one epoch, showing limited benefits for further scaling. Most (N=95) linguistic paradigms are of easy or medium difficulty for LMs, while there are still 13 paradigms that remain challenging even for models with up to 32B parameters. In regard to how LMs acquire Chinese grammar, we observe a U-shaped learning pattern in several phenomena, similar to those observed in child language acquisition.
Language models are typically trained on large corpora of text in their default orthographic form. However, this is not the only option; representing data as streams of phonemes can offer unique advantages, from deeper insights into phonological language acquisition to improved performance on sound-based tasks. The challenge lies in evaluating the impact of phoneme-based training, as most benchmarks are also orthographic. To address this, we develop a pipeline to convert text datasets into a continuous stream of phonemes. We apply this pipeline to the 100-million-word pre-training dataset from the BabyLM challenge, as well as to standard language and grammatical benchmarks, enabling us to pre-train and evaluate a model using phonemic input representations. Our results show that while phoneme-based training slightly reduces performance on traditional language understanding tasks, it offers valuable analytical and practical benefits.
Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.
Humans develop their grammars by making structural generalizations from finite input. We ask how filler-gap dependencies, which share a structural generalization despite diverse surface forms, might arise from the input. We explicitly control the input to a neural language model (NLM) to uncover whether the model posits a shared representation for filler-gap dependencies. We show that while NLMs do have success differentiating grammatical from ungrammatical filler-gap dependencies, they rely on superficial properties of the input, rather than on a shared generalization. Our work highlights the need for specific linguistic inductive biases to model language acquisition.
We examine the language capabilities of language models (LMs) from the critical perspective of human language acquisition. Building on classical language development theories, we propose a three-stage framework to assess the abilities of LMs, ranging from preliminary word understanding to complex grammar and complex logical reasoning. Using this framework, we evaluate the generative capacities of LMs using methods from linguistic research. Results indicate that although recent LMs outperform earlier models in overall performance, their developmental trajectory does not strictly follow the path of human language acquisition. Notably, in generation tasks, LMs are more similar to human performance in areas where information is easier to extract from the corpus, such as average word length, clauses, and auxiliary verbs. Newer LMs did not exhibit significant progress in terms of specific dimensions, such as clauses and auxiliary verbs, where the variation across corpora is relatively limited. Register theory offers a plausible explanation for these observations, suggesting that the linguistic features of the training data have a substantial impact on the models' abilities.
Neural network language models (LMs) have been shown to successfully capture complex linguistic knowledge. However, their utility for understanding language acquisition is still debated. We contribute to this debate by presenting a case study where we use LMs as simulated learners to derive novel experimental hypotheses to be tested with humans. We apply this paradigm to study cross-dative generalization (CDG): productive generalization of novel verbs across dative constructions (she pilked me the ball/she pilked the ball to me)--acquisition of which is known to involve a large space of contextual features--using LMs trained on child-directed speech. We specifically ask: "what properties of the training exposure facilitate a novel verb's generalization to the (unmodeled) alternate construction?" To answer this, we systematically vary the exposure context in which a novel dative verb occurs in terms of the properties of the theme and recipient, and then analyze the LMs' usage of the novel verb in the unmodeled dative construction. We find LMs to replicate known patterns of children's CDG, as a precondition to exploring novel hypotheses. Subsequent simulations reveal a nuanced role of the features of the novel verbs' exposure context on the LMs' CDG. We find CDG to be facilitated when the first postverbal argument of the exposure context is pronominal, definite, short, and conforms to the prototypical animacy expectations of the exposure dative. These patterns are characteristic of harmonic alignment in datives, where the argument with features ranking higher on the discourse prominence scale tends to precede the other. This gives rise to a novel hypothesis that CDG is facilitated insofar as the features of the exposure context--in particular, its first postverbal argument--are harmonically aligned. We conclude by proposing future experiments that can test this hypothesis in children.
Humans appear to have a critical period (CP) for language acquisition: Second language (L2) acquisition becomes harder after early childhood, and ceasing exposure to a first language (L1) after this period (but not before) typically does not lead to substantial loss of L1 proficiency. It is unknown whether these CP effects result from innately determined brain maturation or as a stabilization of neural connections naturally induced by experience. In this study, we use language models (LMs) to test the extent to which these phenomena are peculiar to humans, or shared by a broader class of language learners. We vary the age of exposure by training LMs on language pairs in various experimental conditions, and find that LMs, which lack any direct analog to innate maturational stages, do not show CP effects when the age of exposure of L2 is delayed. Our results contradict the claim that CP effects are an inevitable result of statistical learning, and they are consistent with an innate mechanism for CP effects. We show that we can reverse-engineer the CP by introducing a regularizer partway through training to simulate a maturational decrease in plasticity. All in all, our results suggest that L1 learning on its own may not be enough to induce a CP, and additional engineering is necessary to make language models more cognitively plausible.
Analogical reasoning is considered core to human learning and cognition. Recent studies have compared the analogical reasoning abilities of human subjects and Large Language Models (LLMs) on abstract symbol manipulation tasks, such as letter string analogies. However, these studies largely neglect analogical reasoning over semantically meaningful symbols, such as natural language words. This ability to draw analogies that link language to non-linguistic domains, which we term semantic structure-mapping, is thought to play a crucial role in language acquisition and broader cognitive development. We test human subjects and LLMs on analogical reasoning tasks that require the transfer of semantic structure and content from one domain to another. Advanced LLMs match human performance across many task variations. However, humans and LLMs respond differently to certain task variations and semantic distractors. Overall, our data suggest that LLMs are approaching human-level performance on these important cognitive tasks, but are not yet entirely human like.
Humans are efficient language learners and inherently social creatures. Our language development is largely shaped by our social interactions, for example, the demonstration and feedback from caregivers. Contrary to human language learning, recent advancements in large language models have primarily adopted a non-interactive training paradigm, and refined pre-trained models through feedback afterward. In this work, we explore how corrective feedback from interactions influences neural language acquisition from scratch through systematically controlled experiments, assessing whether it contributes to word learning efficiency in language models. We introduce a trial-and-demonstration (TnD) learning framework that incorporates three distinct components: student trials, teacher demonstrations, and a reward conditioned on language competence at various developmental stages. Our experiments reveal that the TnD approach accelerates word acquisition for student models of equal and smaller numbers of parameters, and we highlight the significance of both trials and demonstrations. We further show that the teacher's choices of words influence students' word-specific learning efficiency, and a practice-makes-perfect effect is evident by a strong correlation between the frequency of words in trials and their respective learning curves. Our findings suggest that interactive language learning, with teacher demonstrations and active trials, can facilitate efficient word learning in language models.
Child-directed speech (CDS) is a particular type of speech that adults use when addressing young children. Its properties also change as a function of extralinguistic factors, such as age of the child being addressed. Access to large amounts of representative and varied CDS would be useful for child language research, as this would enable controlled computational modeling experiments of infant language acquisition with realistic input in terms of quality and quantity. In this study, we describe an approach to model age-dependent linguistic properties of CDS using a language model (LM) trained on CDS transcripts and ages of the recipient children, as obtained from North American English corpora of the CHILDES database. The created LM can then be used to stochastically generate synthetic CDS transcripts in an age-appropriate manner, thereby scaling beyond the original datasets in size. We compare characteristics of the generated CDS against the real speech addressed at children of different ages, showing that the LM manages to capture age-dependent changes in CDS, except for a slight difference in the effective vocabulary size. As a side product, we also provide a systematic characterization of age-dependent linguistic properties of CDS in CHILDES, illustrating how all measured aspects of the CDS change with children's age.
Recent advances in large language models using deep learning techniques have renewed interest on how languages can be learned from data. However, it is unclear whether or how these models represent grammatical information from the learned languages. In addition, the models must be pre-trained on large corpora before they can be used. In this work, we propose an alternative, more transparent and cognitively plausible architecture for learning language. Instead of using deep learning, our approach uses a minimal cognitive architecture based on sequence memory and chunking. The learning mechanism is based on the principles of reinforcement learning. We test our architecture on a number of natural-like toy languages. Results show that the model can learn these artificial languages from scratch and extract grammatical information that supports learning. Our study demonstrates the power of this simple architecture and stresses the importance of sequence memory as a key component of the language learning process. Since other animals do not seem to have a faithful sequence memory, this may explain why only humans have developed complex languages.
Autoformalization is the task of translating natural language materials into machine-verifiable formalisations. Progress in autoformalization research is hindered by the lack of a sizeable dataset consisting of informal-formal pairs expressing the same essence. Existing methods tend to circumvent this challenge by manually curating small corpora or using few-shot learning with large language models. But these methods suffer from data scarcity and formal language acquisition difficulty. In this work, we create $\texttt{MMA}$, a large, flexible, multilingual, and multi-domain dataset of informal-formal pairs, by using a language model to translate in the reverse direction, that is, from formal mathematical statements into corresponding informal ones. Experiments show that language models fine-tuned on $\texttt{MMA}$ produce $16-18\%$ of statements acceptable with minimal corrections on the $\texttt{miniF2F}$ and $\texttt{ProofNet}$ benchmarks, up from $0\%$ with the base model. We demonstrate that fine-tuning on multilingual formal data results in more capable autoformalization models even when deployed on monolingual tasks.
In this paper, we describe the University of Lyon 2 submission to the Strict-Small track of the BabyLM competition. The shared task is created with an emphasis on small-scale language modelling from scratch on limited-size data and human language acquisition. Dataset released for the Strict-Small track has 10M words, which is comparable to children's vocabulary size. We approach the task with an architecture search, minimizing masked language modelling loss on the data of the shared task. Having found an optimal configuration, we introduce two small-size language models (LMs) that were submitted for evaluation, a 4-layer encoder with 8 attention heads and a 6-layer decoder model with 12 heads which we term Bebeshka and Zlata, respectively. Despite being half the scale of the baseline LMs, our proposed models achieve comparable performance. We further explore the applicability of small-scale language models in tasks involving moral judgment, aligning their predictions with human values. These findings highlight the potential of compact LMs in addressing practical language understanding tasks.
We employ a characterization of linguistic complexity from psycholinguistic and language acquisition research to develop data-driven curricula to understand the underlying linguistic knowledge that models learn to address NLP tasks. The novelty of our approach is in the development of linguistic curricula derived from data, existing knowledge about linguistic complexity, and model behavior during training. By analyzing several benchmark NLP datasets, our curriculum learning approaches identify sets of linguistic metrics (indices) that inform the challenges and reasoning required to address each task. Our work will inform future research in all NLP areas, allowing linguistic complexity to be considered early in the research and development process. In addition, our work prompts an examination of gold standards and fair evaluation in NLP.
The success of neural language models (LMs) on many technological tasks has brought about their potential relevance as scientific theories of language despite some clear differences between LM training and child language acquisition. In this paper we argue that some of the most prominent benchmarks for evaluating the syntactic capacities of LMs may not be sufficiently rigorous. In particular, we show that the template-based benchmarks lack the structural diversity commonly found in the theoretical and psychological studies of language. When trained on small-scale data modeling child language acquisition, the LMs can be readily matched by simple baseline models. We advocate for the use of the readily available, carefully curated datasets that have been evaluated for gradient acceptability by large pools of native speakers and are designed to probe the structural basis of grammar specifically. On one such dataset, the LI-Adger dataset, LMs evaluate sentences in a way inconsistent with human language users. We conclude with suggestions for better connecting LMs with the empirical study of child language acquisition.
Modern neural language models (LMs) are powerful tools for modeling human sentence production and comprehension, and their internal representations are remarkably well-aligned with representations of language in the human brain. But to achieve these results, LMs must be trained in distinctly un-human-like ways - requiring orders of magnitude more language data than children receive during development, and without perceptual or social context. Do models trained more naturalistically -- with grounded supervision -- exhibit more humanlike language learning? We investigate this question in the context of word learning, a key sub-task in language acquisition. We train a diverse set of LM architectures, with and without auxiliary visual supervision, on datasets of varying scales. We then evaluate these models' learning of syntactic categories, lexical relations, semantic features, word similarity, and alignment with human neural representations. We find that visual supervision can indeed improve the efficiency of word learning. However, these improvements are limited: they are present almost exclusively in the low-data regime, and sometimes canceled out by the inclusion of rich distributional signals from text. The information conveyed by text and images is not redundant -- models mainly driven by visual information yield qualitatively different from those mainly driven by word co-occurrences. However, our results suggest that current multimodal modeling approaches fail to effectively leverage visual information to build human-like word representations from human-scale data.
Humans encode information into sounds by controlling articulators and decode information from sounds using the auditory apparatus. This paper introduces CiwaGAN, a model of human spoken language acquisition that combines unsupervised articulatory modeling with an unsupervised model of information exchange through the auditory modality. While prior research includes unsupervised articulatory modeling and information exchange separately, our model is the first to combine the two components. The paper also proposes an improved articulatory model with more interpretable internal representations. The proposed CiwaGAN model is the most realistic approximation of human spoken language acquisition using deep learning. As such, it is useful for cognitively plausible simulations of the human speech act.
People have long hoped for a conversational system that can assist in real-life situations, and recent progress on large language models (LLMs) is bringing this idea closer to reality. While LLMs are often impressive in performance, their efficacy in real-world scenarios that demand expert knowledge remains unclear. LLMs are believed to hold the most potential and value in education, especially in the development of Artificial intelligence (AI) based virtual teachers capable of facilitating language learning. Our focus is centered on evaluating the efficacy of LLMs in the realm of education, specifically in the areas of spoken language learning which encompass phonetics, phonology, and second language acquisition. We introduce a new multiple-choice question dataset to evaluate the effectiveness of LLMs in the aforementioned scenarios, including understanding and application of spoken language knowledge. In addition, we investigate the influence of various prompting techniques such as zero- and few-shot method (prepending the question with question-answer exemplars), chain-of-thought (CoT, think step-by-step), in-domain exampler and external tools (Google, Wikipedia). We conducted large-scale evaluation on popular LLMs (20 distinct models) using these methods. We achieved significant performance improvements compared to the zero-shot baseline in the practical questions reasoning (GPT-3.5, 49.1% -> 63.1%; LLaMA2-70B-Chat, 42.2% -> 48.6%). We found that models of different sizes have good understanding of concepts in phonetics, phonology, and second language acquisition, but show limitations in reasoning for real-world problems. Additionally, we also explore preliminary findings on conversational communication.