Learning from Child-Directed Speech in Two-Language Scenarios: A French-English Case Study

Recent studies suggest that child-directed speech is not conducive to language learning in BabyLMs. However, current evaluations focus predominantly on comprehension and not production, which is central to usage-based theories of language acquisition which argue how CDS facilitates early language use through constructional ''frames'' (frequent lexical patterns with open slots). We introduce a novel generation-based evaluation inspired by such theories in form of a frame-completion task, and compare Llama models trained with CDS, the BabyLM corpus, and web-crawl data (FineWeb-edu) on comprehension benchmarks and our novel framework. Our results reveal a clear dissociation between models' comprehension and production capabilities: while FineWeb-trained models excel at minimal pairs, CDS-trained models produce grammatical completions substantially earlier in training and concentrate probability mass on appropriate slot-fillers. These findings show that comprehension benchmarks underestimate what CDS affords to BabyLMs.

We investigate two aspects of multilingual pre-training with limited data, namely how language exposure is distributed across English, Dutch, and Chinese, and how that exposure is ordered during training. In particular, we compare balanced multilingual exposure to language-dominant exposure, where one language is exposed with more training data than the others. We also compare mixed training, where multilingual training data is used throughout training, with curriculum training, where monolingual exposure of the dominant language is followed by balanced multilingual exposure. Our results show that multilingual BabyLM performance varies with both the amount and order of language exposure. Mixed training outperforms curriculum learning across all 15 matched configurations, indicating that simultaneous multilingual exposure is more effective than staged exposure in our setting. Several language-dominant mixed training configurations achieve higher scores than the balanced configuration, suggesting that a balanced distribution is not necessarily the highest-performing configuration in our setting. Interestingly, the Dutch-primary configurations achieve the best overall performance.

Modern language models (LMs) must be trained on many orders of magnitude more words of training data than human children receive before they begin to produce useful behavior. Assessing the nature and origins of this "data gap" requires benchmarking LMs on human-scale datasets to understand how linguistic knowledge emerges from children's natural training data. Using transcripts from the BabyView dataset (videos from children ages 6-36 months), we investigate (1) scaling performance at child-scale data regimes, (2) variability in model performance across datasets from different children's experiences and linguistic predictors of dataset quality, and (3) relationships between model and child language learning outcomes. LMs trained on child data show acceptable scaling for grammar tasks, but lower scaling on semantic and world knowledge tasks than models trained on synthetic data; we also observe substantial variability on data from different children. Beyond dataset size, performance is most associated with a combination of distributional and interactional linguistic features, broadly consistent with what makes high-quality input for child language development. Finally, model likelihoods for individual words correlate with children's learning of those words, suggesting that properties of child-directed input may influence both model learning and human language development. Overall, understanding what properties make language data efficient for learning can enable more powerful small-scale language models while also shedding light on human language acquisition.