Mr Francesco Cabiddu
Research student
- CabidduF@cardiff.ac.uk
- Tower Building, 70 Park Place, Cardiff, CF10 3AT
Overview
I am interested in the role that domain-general statistical learning processes play in the early acquisition of linguistic knowledge (e.g., grammar). Typically developing children as young as 2-3 years show a surprisingly strong ability to make sense of their apparently complex and chaotic linguistic environment. Does a child need an innate knowledge of certain fundamental learning preconditions in order to acquire the native language (e.g., the concept of "noun" or "verb"), or does an associative learning ability – operating across domains - suffice to drive the child's early language acquisition? My PhD research fits within this debate, seeking to understand how a general ability to associate frequent linguistic events (e.g., recurrent combinations of sounds, words) may help a child understand how words can be combined into sentences, progressively acquiring abstract syntactic knowledge (e.g., how to form and what a transitive construction is). To answer these questions, I use a mixed approach (computational and empirical).
Undergraduate Education
2007 – 2012: BSc Psychological Sciences. University of Cagliari, Italy.
Postgraduate Education
2013 – 2016: MSc Psychology of Development and of Social and Work Processes. University of Cagliari, Italy.
Employment
2017 – 2018: Research Assistant. Nottingham Trent University
2017 – 2018: Hourly Paid Lecturer (Research Methods in Psychology, BSc year one). Nottingham Trent University, UK.
2016: Teaching Assistant (Developmental Psychology, BSc year one). University of Cagliari, Italy.
2015: Teaching Assistant (Statistics for Human Sciences with R, seminar). University of Cagliari, Italy.
2014: Teaching Assistant (Introduction to the R statistical environment, seminar). University of Cagliari, Italy.
Publication
2023
- Cabiddu, F., Bott, L., Jones, G. and Gambi, C. 2023. CLASSIC utterance boundary: a chunking-based model of early naturalistic word segmentation. Language Learning (10.1111/lang.12559)
- Cabiddu, F., Bott, L., Jones, G. and Gambi, C. 2023. CLASSIC utterance boundary: a chunking‐based model of early naturalistic word segmentation. Language Learning (10.1111/lang.12559)
- Jones, G., Cabiddu, F., Barrett, D. J. K., Castro, A. and Lee, B. 2023. How the characteristics of words in child-directed speech differ from adult-directed speech to influence children’s productive vocabularies. First Language (10.1177/01427237221150070)
2022
- Cabiddu, F., Bott, L., Jones, G. and Gambi, C. 2022. ChiSense-12: An English sense-annotated child-directed speech corpus. Presented at: 13th ELRA Language Resources and Evaluation Conference (LREC 2022), Marseille, France, 20-25 June 2022 Presented at Calzolari, N. et al. eds.Proceedings of the 13th Language Resources and Evaluation Conference. European Language Resrouces Association pp. 5198-5205.
Articles
- Cabiddu, F., Bott, L., Jones, G. and Gambi, C. 2023. CLASSIC utterance boundary: a chunking-based model of early naturalistic word segmentation. Language Learning (10.1111/lang.12559)
- Cabiddu, F., Bott, L., Jones, G. and Gambi, C. 2023. CLASSIC utterance boundary: a chunking‐based model of early naturalistic word segmentation. Language Learning (10.1111/lang.12559)
- Jones, G., Cabiddu, F., Barrett, D. J. K., Castro, A. and Lee, B. 2023. How the characteristics of words in child-directed speech differ from adult-directed speech to influence children’s productive vocabularies. First Language (10.1177/01427237221150070)
Conferences
- Cabiddu, F., Bott, L., Jones, G. and Gambi, C. 2022. ChiSense-12: An English sense-annotated child-directed speech corpus. Presented at: 13th ELRA Language Resources and Evaluation Conference (LREC 2022), Marseille, France, 20-25 June 2022 Presented at Calzolari, N. et al. eds.Proceedings of the 13th Language Resources and Evaluation Conference. European Language Resrouces Association pp. 5198-5205.
Research
I am interested in the role that domain-general statistical learning processes play in the early acquisition of linguistic knowledge (e.g., grammar). Typically developing children as young as 2-3 years show a surprisingly strong ability to make sense of their apparently complex and chaotic linguistic environment. Does a child need an innate knowledge of certain fundamental learning preconditions in order to acquire the native language (e.g., the concept of "noun" or "verb"), or does an associative learning ability – operating across domains - suffice to drive the child's early language acquisition? My PhD research fits within this debate, seeking to understand how a general ability to associate frequent linguistic events (e.g., recurrent combinations of sounds, words) may help a child understand how words can be combined into sentences, progressively acquiring abstract syntactic knowledge (e.g., how to form and what a transitive construction is). To answer these questions, I use a mixed approach (computational and empirical).