What kinds of and how much data is necessary for language models to induce grammatical knowledge to judge sentence acceptability? Recent language models still have much room for improvement in their data efficiency compared to humans. This paper investigates whether language models efficiently use indirect data (indirect evidence), from which they infer sentence acceptability. In contrast, humans use indirect evidence efficiently, which is considered one of the inductive biases contributing to efficient language acquisition. To explore this question, we introduce the Wug InDirect Evidence Test (WIDET), a dataset consisting of training instances inserted into the pre-training data and evaluation instances. We inject synthetic instances with newly coined wug words into pretraining data and explore the model's behavior on evaluation data that assesses grammatical acceptability regarding those words. We prepare the injected instances by varying their levels of indirectness and quantity. Our experiments surprisingly show that language models do not induce grammatical knowledge even after repeated exposure to instances with the same structure but differing only in lexical items from evaluation instances in certain language phenomena. Our findings suggest a potential direction for future research: developing models that use latent indirect evidence to induce grammatical knowledge.

Language models are typically evaluated on their success at predicting the distribution of specific words in specific contexts. Yet linguistic knowledge also encodes relationships between contexts, allowing inferences between word distributions. We investigate the degree to which pre-trained Transformer-based large language models (LLMs) represent such relationships, focusing on the domain of argument structure. We find that LLMs perform well in generalizing the distribution of a novel noun argument between related contexts that were seen during pre-training (e.g., the active object and passive subject of the verb spray), succeeding by making use of the semantically-organized structure of the embedding space for word embeddings. However, LLMs fail at generalizations between related contexts that have not been observed during pre-training, but which instantiate more abstract, but well-attested structural generalizations (e.g., between the active object and passive subject of an arbitrary verb). Instead, in this case, LLMs show a bias to generalize based on linear order. This finding points to a limitation with current models and points to a reason for which their training is data-intensive.s reported here are available at https://github.com/clay-lab/structural-alternations.

With the success of neural language models (LMs), their language acquisition has gained much attention. This work sheds light on the second language (L2) acquisition of LMs, while previous work has typically explored their first language (L1) acquisition. Specifically, we trained bilingual LMs with a scenario similar to human L2 acquisition and analyzed their cross-lingual transfer from linguistic perspectives. Our exploratory experiments demonstrated that the L1 pretraining accelerated their linguistic generalization in L2, and language transfer configurations (e.g., the L1 choice, and presence of parallel texts) substantially affected their generalizations. These clarify their (non-)human-like L2 acquisition in particular aspects.

Neural language models (LMs) are arguably less data-efficient than humans -- why does this gap occur? In this study, we hypothesize that this gap stems from the learners' accessibility to modalities other than text, specifically, vision. We conducted two complementary experiments (using noisy, realistic data and a simplified, artificial one) toward the advantage of vision in the syntactic generalization of LMs. Our results showed that vision accelerated a proper linguistic generalization in the simplified, artificial setting, but LMs struggled with the noisy, realistic setting. These mixed results indicate several possibilities, e.g., vision can potentially boost language acquisition, but learners' additional visual/linguistic prior knowledge should be needed to robustly make use of raw images for efficient language acquisition.