Measuring Form and Function in Language Models

We introduce quantitative metrics for child language acquisition to evaluate language models. Our focus is on the formal syntactic and functional discourse properties of determiners in English, which young children acquire early and accurately. We propose Contextual Alternative Choice (CAC), a new prompting method which provides targeted tests for both syntactic and discourse knowledge of language. The method enables direct comparison of language models against children, and more importantly, against statistical benchmarks independently established in empirical research. No current model trained on a comparable amount of data simultaneously meet both formal and functional benchmarks like human children, but some very large models do. We present our results as methodological and technical contributions, with specific emphasis on cognitive status of language models.

findsylls: A Language-Agnostic Toolkit for Syllable-Level Speech Tokenization and Embedding

Syllable-level units offer compact and linguistically meaningful representations for spoken language modeling and unsupervised word discovery, but research on syllabification remains fragmented across disparate implementations, datasets, and evaluation protocols. We introduce findsylls, a modular, language-agnostic toolkit that unifies classical syllable detectors and end-to-end syllabifiers under a common interface for syllable segmentation, embedding extraction, and multi-granular evaluation. The toolkit implements and standardizes widely used methods (e.g., Sylber, VG-HuBERT) and allows their components to be recombined, enabling controlled comparisons of representations, algorithms, and token rates. We demonstrate findsylls on English and Spanish corpora and on new hand-annotated data from Kono, an underdocumented Central Mande language, illustrating how a single framework can support reproducible syllable-level experiments across both high-resource and under-resourced settings.

Evaluating Neural Language Models as Cognitive Models of Language Acquisition

The success of neural language models (LMs) on many technological tasks has brought about their potential relevance as scientific theories of language despite some clear differences between LM training and child language acquisition. In this paper we argue that some of the most prominent benchmarks for evaluating the syntactic capacities of LMs may not be sufficiently rigorous. In particular, we show that the template-based benchmarks lack the structural diversity commonly found in the theoretical and psychological studies of language. When trained on small-scale data modeling child language acquisition, the LMs can be readily matched by simple baseline models. We advocate for the use of the readily available, carefully curated datasets that have been evaluated for gradient acceptability by large pools of native speakers and are designed to probe the structural basis of grammar specifically. On one such dataset, the LI-Adger dataset, LMs evaluate sentences in a way inconsistent with human language users. We conclude with suggestions for better connecting LMs with the empirical study of child language acquisition.