Children learn how subjects, objects, and verbs combine into sentences irrespective of the language. The cognitive mechanisms underlying this incredible flexibility, however, are still poorly understood. Current theories suggest that pattern tracking and cognitive biases underlie grammar learning, but fail to account for the full breadth of grammatical diversity. In this project, I will set aside common theories and assumptions, and use a data-driven approach to investigate the mechanisms for grammar learning by sampling a diverse set of twenty languages. From this larger, representative perspective, I will re-characterize the roles of (1) pattern tracking and (2) cognitive biases to advance theory, and synthesize my findings into (3) a database to facilitate cross-linguistic research. I leverage cutting-edge technological advances in natural language processing and online experimentation to provide a window into the early flexibility of human cognition.

Since the inception of the Erasmus program 29 years ago, the universities of Provence, the Mediterranée, and Paul Cezanne, which combined to create Aix-Marseille University (AMU) in 2012,have made this initiative a key part of their programming. AMU, which chose to create a transversal international relations service to support education and research as well as professional insertion, continues to pursue these activities today and is equipped with an International Relations Office that includes a European programs section dedicated to the implementation of Erasmus+.The impact of this program is therefore essential to the development of the international dimension of the institution, starting with the structure of the International Relations department.European higher education programs are major assets in the development and diffusion of the international dimension of universities. AMU’s participation in the Erasmus + program is a crucial part of its international strategy. Thanks to the project’s focus on mobility, hundreds of students, researchers, professors and staff have benefited from a study, training, or teaching exchange in Europe.The Erasmus+ program in higher education mobility is offered to all of the departments, faculties, and institutes of AMU, which all have extremely varied student populations each with their own specificities.The goals of this project are the following:- To assist students in acquiring competencies (knowledge and skills) and an international experience in another higher education system so as to improve their employability on the European job market and beyond;- To support the personal development of AMU personnel in order to improve the educational and management quality of AMU;- To significantly improve the language skills of participants;- To expose participants to other cultures and countries in order to help them better understand these places and also to allow them to develop a network of international contacts, to be actively engaged citizens and to develop a European identity;- To foster the recognition of skills acquired during international traineeshipsSeveral different types of activities have been accomplished:- Student mobility for licence and masters level students pursuing studies or an internship (469 SMS and 179 SMP).- Faculty and staff mobility for teaching or training (24 STA and 12 STT)Relying on 708 bilateral agreements with 177 European partners and encompassing all disciplines, academic mobilities last one semester or one year, while internship mobilities last a few months.Furthermore, the increase in traineeships (+35,6%) reflects a growing interest in professional development.Teaching and training mobilities are on average one week long. The internationalization of AMU is taking place on all levels, and AMU encourages all of its personnel to take part in this type of training. The year in which student academic mobility most often takes place is L3 or M1. The year of traineeship mobility differs slightly, and may occur during L3, but may also take place in the second year of a short formation, or the second year of graduate studies for more specialized sectors. In this way, the student can complement his/her theoretical education with a practical experience in a professional setting.In terms of impact, the program has generated a true dynamic in the area of teaching innovation by reinforcing partnerships.The program has allowed us to strengthen ties with our partners while creating networks, strategic partnerships, knowledge communities, and joint Master programs. Indeed, the next step in mobility programming will be the implementation of double degrees and the development of shared research activities between laboratories which will lead to joint thesis supervision.Erasmus+ has allowed for better structured educational partnerships, thanks to a mutual understanding of course curricula and the implementation of integrated degree programs. By opening up these exemplary programs to the larger world, we have fostered our ability to reinforce our ties with universities in other geographical regions based on shared values: educational excellence and networking between the best research teams in their fields.