Epistemological issue with keynote article “A Formalist Perspective on Language Acquisition” by Charles Yang

Article
• A formalist perspective on language acquisition
  Charles Yang | pp. 665–706
Commentaries
• Less is More: On the Tolerance Principle as a manifestation of Maximize Minimal Means
  Theresa Biberauer | pp. 707–711
• Evaluating Yang’s algorithms: An outline
  Cécile De Cat | pp. 712–716
• Input and the acquisition of productive grammatical knowledge: Vocabulary size as missing link?
  Christine Dimroth | pp. 717–721
• What is the role of L1 representations in a grammar-input model of L2 acquisition?
  Laura Domínguez & Jorge González Alonso | pp. 722–726
• The sufficiency principle hyperinflates the price of productivity
  Adele E. Goldberg | pp. 727–732
• Mechanistic formal approaches to language acquisition: Yes, but at the right level(s) of resolution
  Stefan Th. Gries | pp. 733–737
• On the intolerance of the Tolerance Principle
  Vsevolod Kapatsinski | pp. 738–742
• The importance of input representations
  Jeffrey Lidz & Laurel Perkins | pp. 743–748
• Learning a second language takes more than math
  Silvina A. Montrul | pp. 749–752
• Language-level input factors are not enough to explain child bilingual acquisition
  Johanne Paradis | pp. 753–757
• Grammar acquisition and grammar choice in the variationist model
  Tom Roeper | pp. 758–763
• Towards eliminating arbitrary stipulations related to parameters: Linguistic innateness and the variational model
  Jason Rothman & Noam Chomsky | pp. 764–769
• The principles of scientific inquiry
  Caroline F. Rowland | pp. 770–775
• Back to our roots
  Roumyana Slabakova | pp. 776–781
• Learning rules versus learning items
  Peter Svenonius | pp. 782–786
• Formalist modeling and psychological reality
  Eva Wittenberg & Ray Jackendoff | pp. 787–791
• Input effects on the development of I-language in L2 acquisition
  Noriaki Yusa | pp. 792–796
Reply
• Some consequences of the Tolerance Principle
  Charles Yang | pp. 797–809

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