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An embodied model of young children’s categorization and word learning

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An embodied model of young children’s categorization and word learning. / Twomey, Katherine; Horst, Jessica; Morse, Anthony.
Theoretical and computational models of word learning: trends in psychology and artificial intelligence. ed. / Lakshmi Gogate; George Hollich. IGI Global, 2013. p. 172-196.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Twomey, K, Horst, J & Morse, A 2013, An embodied model of young children’s categorization and word learning. in L Gogate & G Hollich (eds), Theoretical and computational models of word learning: trends in psychology and artificial intelligence. IGI Global, pp. 172-196. https://doi.org/10.4018/978-1-4666-2973-8.ch008

APA

Twomey, K., Horst, J., & Morse, A. (2013). An embodied model of young children’s categorization and word learning. In L. Gogate, & G. Hollich (Eds.), Theoretical and computational models of word learning: trends in psychology and artificial intelligence (pp. 172-196). IGI Global. https://doi.org/10.4018/978-1-4666-2973-8.ch008

Vancouver

Twomey K, Horst J, Morse A. An embodied model of young children’s categorization and word learning. In Gogate L, Hollich G, editors, Theoretical and computational models of word learning: trends in psychology and artificial intelligence. IGI Global. 2013. p. 172-196 doi: 10.4018/978-1-4666-2973-8.ch008

Author

Twomey, Katherine ; Horst, Jessica ; Morse, Anthony. / An embodied model of young children’s categorization and word learning. Theoretical and computational models of word learning: trends in psychology and artificial intelligence. editor / Lakshmi Gogate ; George Hollich. IGI Global, 2013. pp. 172-196

Bibtex

@inbook{4de9de0ced1741a3bd5fb5ed42c41f1e,
title = "An embodied model of young children{\textquoteright}s categorization and word learning",
abstract = "Children learn words with remarkable speed and flexibility. However, the cognitive basis of young children{\textquoteright}s word learning is disputed. Further, although research demonstrates that children{\textquoteright}s categories and category labels are interdependent, how children learn category labels is also a matter of debate. Recently, biologically plausible, computational simulations of children{\textquoteright}s behavior in experimental tasks have investigated the cognitive processes that underlie learning. The ecological validity of such models has been successfully tested by deploying them in robotic systems (Morse, Belpaeme, Cangelosi, & Smith, 2010). We present a simulation of children{\textquoteright}s behavior in a word learning task (Twomey & Horst, 2011) via an embodied system (iCub; Metta, et al., 2010), which points to associative learning and dynamic systems accounts of children{\textquoteright}s categorization. Finally, we discuss the benefits of integrating computational and robotic approaches with developmental science for a deeper understanding of cognition.",
keywords = "word learning, robotics, fast mapping, Categorisation",
author = "Katherine Twomey and Jessica Horst and Anthony Morse",
year = "2013",
month = feb,
day = "1",
doi = "10.4018/978-1-4666-2973-8.ch008",
language = "English",
isbn = "9781466629738",
pages = "172--196",
editor = "Lakshmi Gogate and George Hollich",
booktitle = "Theoretical and computational models of word learning",
publisher = "IGI Global",

}

RIS

TY - CHAP

T1 - An embodied model of young children’s categorization and word learning

AU - Twomey, Katherine

AU - Horst, Jessica

AU - Morse, Anthony

PY - 2013/2/1

Y1 - 2013/2/1

N2 - Children learn words with remarkable speed and flexibility. However, the cognitive basis of young children’s word learning is disputed. Further, although research demonstrates that children’s categories and category labels are interdependent, how children learn category labels is also a matter of debate. Recently, biologically plausible, computational simulations of children’s behavior in experimental tasks have investigated the cognitive processes that underlie learning. The ecological validity of such models has been successfully tested by deploying them in robotic systems (Morse, Belpaeme, Cangelosi, & Smith, 2010). We present a simulation of children’s behavior in a word learning task (Twomey & Horst, 2011) via an embodied system (iCub; Metta, et al., 2010), which points to associative learning and dynamic systems accounts of children’s categorization. Finally, we discuss the benefits of integrating computational and robotic approaches with developmental science for a deeper understanding of cognition.

AB - Children learn words with remarkable speed and flexibility. However, the cognitive basis of young children’s word learning is disputed. Further, although research demonstrates that children’s categories and category labels are interdependent, how children learn category labels is also a matter of debate. Recently, biologically plausible, computational simulations of children’s behavior in experimental tasks have investigated the cognitive processes that underlie learning. The ecological validity of such models has been successfully tested by deploying them in robotic systems (Morse, Belpaeme, Cangelosi, & Smith, 2010). We present a simulation of children’s behavior in a word learning task (Twomey & Horst, 2011) via an embodied system (iCub; Metta, et al., 2010), which points to associative learning and dynamic systems accounts of children’s categorization. Finally, we discuss the benefits of integrating computational and robotic approaches with developmental science for a deeper understanding of cognition.

KW - word learning

KW - robotics

KW - fast mapping

KW - Categorisation

U2 - 10.4018/978-1-4666-2973-8.ch008

DO - 10.4018/978-1-4666-2973-8.ch008

M3 - Chapter

SN - 9781466629738

SN - 1466629738

SP - 172

EP - 196

BT - Theoretical and computational models of word learning

A2 - Gogate, Lakshmi

A2 - Hollich, George

PB - IGI Global

ER -