Modelling the Diachronic Emergence of Phoneme Frequency Distributions

Phoneme frequency distributions exhibit robust statistical regularities across languages, including exponential-tailed rank-frequency patterns and a negative relationship between phonemic inventory size and the relative entropy of the distribution. The origin of these patterns remains largely unexplained. In this paper, we investigate whether they can arise as consequences of the historical processes that shape phonological systems. We introduce a stochastic model of phonological change and simulate the diachronic evolution of phoneme inventories. A naïve version of the model reproduces the general shape of phoneme rank-frequency distributions but fails to capture other empirical properties. Extending the model with two additional assumptions -- an effect related to functional load and a stabilising tendency toward a preferred inventory size -- yields simulations that match both the observed distributions and the negative relationship between inventory size and relative entropy. These results suggest that some statistical regularities of phonological systems may arise as natural consequences of diachronic sound change rather than from explicit optimisation or compensatory mechanisms.

The Distribution of Phoneme Frequencies across the World's Languages: Macroscopic and Microscopic Information-Theoretic Models

We demonstrate that the frequency distribution of phonemes across languages can be explained at both macroscopic and microscopic levels. Macroscopically, phoneme rank-frequency distributions closely follow the order statistics of a symmetric Dirichlet distribution whose single concentration parameter scales systematically with phonemic inventory size, revealing a robust compensation effect whereby larger inventories exhibit lower relative entropy. Microscopically, a Maximum Entropy model incorporating constraints from articulatory, phonotactic, and lexical structure accurately predicts language-specific phoneme probabilities. Together, these findings provide a unified information-theoretic account of phoneme frequency structure.

BabyLM Turns 4 and Goes Multilingual: Call for Papers for the 2026 BabyLM Workshop

The goal of the BabyLM is to stimulate new research connections between cognitive modeling and language model pretraining. We invite contributions in this vein to the BabyLM Workshop, which will also include the 4th iteration of the BabyLM Challenge. As in previous years, the challenge features two ``standard'' tracks (Strict and Strict-Small), in which participants must train language models on under 100M or 10M words of data, respectively. This year, we move beyond our previous English-only pretraining datasets with a new Multilingual track, focusing on English, Dutch, and Chinese. For the workshop, we call for papers related to the overall theme of BabyLM, which includes training efficiency, small-scale training datasets, cognitive modeling, model evaluation, and architecture innovation.

Teacher Demonstrations in a BabyLM's Zone of Proximal Development for Contingent Multi-Turn Interaction

Multi-turn dialogues between a child and a caregiver are characterized by a property called contingency - that is, prompt, direct, and meaningful exchanges between interlocutors. We introduce ContingentChat, a teacher-student framework that benchmarks and improves multi-turn contingency in a BabyLM trained on 100M words. Using a novel alignment dataset for post-training, BabyLM generates responses that are more grammatical and cohesive. Experiments with adaptive teacher decoding strategies show limited additional gains. ContingentChat demonstrates the benefits of targeted post-training for dialogue quality and indicates that contingency remains a challenging goal for BabyLMs.

Less is More: Pre-Training Cross-Lingual Small-Scale Language Models with Cognitively-Plausible Curriculum Learning Strategies

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.