Recent studies suggest that child-directed speech is not conducive to language learning in BabyLMs. However, current evaluations focus predominantly on comprehension and not production, which is central to usage-based theories of language acquisition which argue how CDS facilitates early language use through constructional ”frames” (frequent lexical patterns with open slots). We introduce a novel generation-based evaluation inspired by such theories in form of a frame-completion task, and compare Llama models trained with CDS, the BabyLM corpus, and web-crawl data (FineWeb-edu) on comprehension benchmarks and our novel framework. Our results reveal a clear dissociation between models' comprehension and production capabilities: while FineWeb-trained models excel at minimal pairs, CDS-trained models produce grammatical completions substantially earlier in training and concentrate probability mass on appropriate slot-fillers. These findings show that comprehension benchmarks underestimate what CDS affords to BabyLMs.
In what ways might statistical signals in linguistic input assist with the acquisition of syntax? Here we hypothesize a mechanism called collocational bootstrapping, in which regularities in word co-occurrence patterns can provide cues to syntactic dependencies. We investigate whether this mechanism can support the acquisition of English subject-verb agreement. First, we simulate language acquisition by training neural networks on synthetic datasets that vary in how predictable their subject-verb pairings are. We find that there is a range of variability levels at which these statistical learners robustly learn subject-verb agreement. We then analyze the variability of subject-verb pairings in child-directed language, and we find that the variability in such data falls within the range that supported robust generalization in our computational simulations. Taken together, these results suggest that collocational bootstrapping is a viable learning strategy for the type of input that children receive.
