Home > Research > Publications & Outputs > Children’s referent selection and word learning

Electronic data

  • iCubComp-sumitted

    Rights statement: © 2016 John Benjamins This article has been accepted for publication in Interaction Studies. The article is under copyright, and the publisher should be contacted for permission to re-use the material in any form.

    Accepted author manuscript, 5.11 MB, PDF document

Links

Text available via DOI:

View graph of relations

Children’s referent selection and word learning: insights from a developmental robotic system

Research output: Contribution to journalJournal article

Published

Standard

Children’s referent selection and word learning : insights from a developmental robotic system. / Twomey, Katherine Elizabeth; Morse, Anthony; Cangelosi, Angelo; Horst, Jessica.

In: Interaction Studies, Vol. 17, No. 1, 2016, p. 101-127.

Research output: Contribution to journalJournal article

Harvard

Twomey, KE, Morse, A, Cangelosi, A & Horst, J 2016, 'Children’s referent selection and word learning: insights from a developmental robotic system', Interaction Studies, vol. 17, no. 1, pp. 101-127. https://doi.org/10.1075/is.17.1.05two

APA

Vancouver

Author

Twomey, Katherine Elizabeth ; Morse, Anthony ; Cangelosi, Angelo ; Horst, Jessica. / Children’s referent selection and word learning : insights from a developmental robotic system. In: Interaction Studies. 2016 ; Vol. 17, No. 1. pp. 101-127.

Bibtex

@article{98f8373483d04e418b1bab50c9610d8b,
title = "Children{\textquoteright}s referent selection and word learning: insights from a developmental robotic system",
abstract = "It is well-established that toddlers can correctly select a novel referent from an ambiguous array in response to a novel label. There is also a growing consensus that robust word learning requires repeated label-object encounters. However, the effect of the context in which a novel object is encountered is less well-understood. We present two embodied neural network replications of recent empirical tasks which demonstrated that the context in which a target object is encountered is fundamental to referent selection and word learning. Our model offers an explicit account of the bottom-up associative and embodied mechanisms which could support children{\textquoteright}s early word learning and emphasises the importance of viewing behaviour as the interaction of learning at multiple timescales. ",
keywords = "Language acquisition, word learning, developmental robotics, computational modelling, robotics, cognitive development, developmental psychology",
author = "Twomey, {Katherine Elizabeth} and Anthony Morse and Angelo Cangelosi and Jessica Horst",
note = "{\textcopyright} 2016 John Benjamins This article has been accepted for publication in Interaction Studies. The article is under copyright, and the publisher should be contacted for permission to re-use the material in any form.",
year = "2016",
doi = "10.1075/is.17.1.05two",
language = "English",
volume = "17",
pages = "101--127",
journal = "Interaction Studies",
issn = "1572-0373",
publisher = "John Benjamins Publishing Company",
number = "1",

}

RIS

TY - JOUR

T1 - Children’s referent selection and word learning

T2 - insights from a developmental robotic system

AU - Twomey, Katherine Elizabeth

AU - Morse, Anthony

AU - Cangelosi, Angelo

AU - Horst, Jessica

N1 - © 2016 John Benjamins This article has been accepted for publication in Interaction Studies. The article is under copyright, and the publisher should be contacted for permission to re-use the material in any form.

PY - 2016

Y1 - 2016

N2 - It is well-established that toddlers can correctly select a novel referent from an ambiguous array in response to a novel label. There is also a growing consensus that robust word learning requires repeated label-object encounters. However, the effect of the context in which a novel object is encountered is less well-understood. We present two embodied neural network replications of recent empirical tasks which demonstrated that the context in which a target object is encountered is fundamental to referent selection and word learning. Our model offers an explicit account of the bottom-up associative and embodied mechanisms which could support children’s early word learning and emphasises the importance of viewing behaviour as the interaction of learning at multiple timescales.

AB - It is well-established that toddlers can correctly select a novel referent from an ambiguous array in response to a novel label. There is also a growing consensus that robust word learning requires repeated label-object encounters. However, the effect of the context in which a novel object is encountered is less well-understood. We present two embodied neural network replications of recent empirical tasks which demonstrated that the context in which a target object is encountered is fundamental to referent selection and word learning. Our model offers an explicit account of the bottom-up associative and embodied mechanisms which could support children’s early word learning and emphasises the importance of viewing behaviour as the interaction of learning at multiple timescales.

KW - Language acquisition

KW - word learning

KW - developmental robotics

KW - computational modelling

KW - robotics

KW - cognitive development

KW - developmental psychology

U2 - 10.1075/is.17.1.05two

DO - 10.1075/is.17.1.05two

M3 - Journal article

VL - 17

SP - 101

EP - 127

JO - Interaction Studies

JF - Interaction Studies

SN - 1572-0373

IS - 1

ER -