ABSTRACT
Problems in language aquisition have provided a central challenge to psychology, linguistics, and computing. The process of recovering the underlying forms of language from the complexities of input is very difficult one to specify. Efforts to do so raise deep questions about the relations between linguistic and nonlinguistic information, and between language and thought. Understanding the representations used as input to learning and constructed as the product of learning is a key part of understanding acquisition of vocabulary, of syntax, and of the interplay between them.
