stands in opposition to traditional characterizations of language learning, differing both on what constitutes language learning and also on how the process of language learning takes place. Further, it suggests that the primary problems of language learning are not what has usually been assumed. Because the learning algorithms are based on standard concept-learning paradigms ( Bruner, Goodnow, & Austin, 1956), this work suggests that the primary questions that further research should address itself towards are: (1) the representation of meaning and structure in adult-level systems towards which the child is learning; and (2) the question of how children infer the meanings of utterances.
Professor Roger Schank's assistance in the research reported here was invaluable. Thanks to Larry Birnbaum for several valuable suggestions for this chapter, and Dr. Steve Shwartz, Ann Drinan, and Ken Silvestro for commenting on drafts.
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