Grey Kitten

Franklin Chang



University of Liverpool

A bit about Franklin Chang

My research examines the relationship between learning and processing through the use of connectionist models and human experiments.  I am a lecturer in the School of Psychology at the University of Liverpool.  Before coming here, I was an assistant professor in the Department of English Language and Literature at Hanyang University in Seoul, South Korea.  And before that, I was a research associate in the CLIP section of the Natural Language Research Group in the NTT Communication Science Laboratories near Kyoto, Japan.  I have also worked at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany with Michael Tomasello and Elena Lieven on issues in language acquisition. I did my PhD on sentence production in the Department of Psychology at University of Illinois (Beckman Institute) with Gary Dell and Kathryn Bock.

Visit my google page for my CV and full publications list.

My Role in LuCiD

I am in charge of the Language Researcher’s toolkit which is going to be set of computational tools to allow language researchers to apply computational linguistic methods to child language corpora.

I am also in charge of a project which focuses on the role of visual information in language acquisition and language use. Building on work showing that infants and adults can use lower-level visual cues (e.g. contact between objects) to build higher-level concepts (e.g. causality; Leslie & Keeble, 1987), it will use an existing computational model (Dual-Path, Chang et al., 2006) to generate predictions about how contact, delayed motion and angle of motion determine use of language structure across development, and test these predictions in elicitation experiments with 5-to-6- year-old children and adults

LuCiD publications (12) by Franklin Chang

Jessop, A. & Chang F. (2018). Difficulties tracking role-referent switches can help to explain the subject/object relative clause asymmetry. Talk presented at the Architecture and Mechanisms of Language Processing Conference. Berlin, Germany

Abbot-Smith, K., Chang, F., Rowland, C., Ferguson, H. & Pine, J. (2017). Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences?: A permutation analysis. PLoS ONE 12 (10): e0186129

Janciauskas, M. & Chang, F. (2017). Input and age-dependent variation in second language learning: A connectionist account. Cognitive Science, doi://10.1111/cogs.12519

Chan, A., Yang, W., Chang, F., & Kidd, E. (2017). Four-year-old Cantonese-speaking children’s online processing of relative clauses: A permutation analysis. Journal of Child Language, 1-30

Fitz, H. & Chang, F. (2017). Meaningful questions: The acquisition of auxiliary inversion in a connectionist model of sentence production. Cognition, 166, 225-250.

Lawson, R., Chang, F., & Wills, A. (2017). Free classification of large sets of everyday objects is more thematic than taxonomic. Acta Psychologia, 172, 26-40

Twomey, K. E., Chang, F., & Ambridge, B. (2016). Lexical distributional cues, but not situational cues, are readily used to learn abstract locative verb-structure associations. Cognition, 153, 124–139.

Chang, F. (2016). ​Linguistic adaptation as language learning: Linking L1 and L2 theories. Paper presented at the Japanese Society for Language Studies Annual Conference. Tokyo, Japan.

Fitz, H. & Chang, F. (2015). Prediction in error-based learning explains sentence-level ERP effects. Talk presented at the Architecture and Mechanisms of Language Processing Conference. Valletta, Malta

Chang, F. & Jessop, A. (2015). A cross-linguistic model of production and comprehension in visual worlds. Talk presented at the CUNY Sentence Processing Conference, Los Angeles, USA

Chang, F., Choi, Y. and Yeonjung, K. (2015). Why loose rings can be tight: The role of learned object knowledge in the development of Korean spatial fit terms. Cognition, 136, 196-203

Peter, M., Chang, F., Pine, J., Blything, R. and Rowland, C. (2015). When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task. Journal of Memory and Language, 81, 1-15

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