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
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Children’s referent selection and word learning : insights from a developmental robotic system. / Twomey, Katherine Elizabeth; Morse, Anthony; Cangelosi, Angelo et al.
In: Interaction Studies, Vol. 17, No. 1, 2016, p. 101-127.Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
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 -