Home > Research > Publications & Outputs > Integrating constraints for learning word-refer...

Research

Links

Text available via DOI:

Keywords

View graph of relations

Integrating constraints for learning word-referent mappings

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Integrating constraints for learning word-referent mappings. / Monaghan, Padraic; Mattock, Karen.
In: Cognition, Vol. 123, No. 1, 04.2012, p. 133-143.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Monaghan, P & Mattock, K 2012, 'Integrating constraints for learning word-referent mappings', Cognition, vol. 123, no. 1, pp. 133-143. https://doi.org/10.1016/j.cognition.2011.12.010

APA

Monaghan, P., & Mattock, K. (2012). Integrating constraints for learning word-referent mappings. Cognition, 123(1), 133-143. https://doi.org/10.1016/j.cognition.2011.12.010

Vancouver

Monaghan P, Mattock K. Integrating constraints for learning word-referent mappings. Cognition. 2012 Apr;123(1):133-143. doi: 10.1016/j.cognition.2011.12.010

Author

Monaghan, Padraic ; Mattock, Karen. / Integrating constraints for learning word-referent mappings. In: Cognition. 2012 ; Vol. 123, No. 1. pp. 133-143.

Bibtex

@article{4de4801e4429418d859126274509825a,
title = "Integrating constraints for learning word-referent mappings",
abstract = "Learning word-referent mappings is complex because the word and its referent tend to co-occur with multiple other words and potential referents. Such complexity has led to proposals for a host of constraints on learning, though how these constraints may interact has not yet been investigated in detail. In this paper, we investigated interactions between word co-occurrence constraints and cross-situational statistics in word learning. Analyses of child-directed speech revealed that when both object-referring and non-referring words occurred in the utterance, referring words were more likely to be preceded by a determiner than when the utterance contained only referring words. In a word learning study containing both referring and non-referring words, learning was facilitated when non-referring words contributed grammatical constraints analogous to determiners. The complexity of multi-word utterances provides an opportunity for co-occurrence constraints to contribute to word-referent mapping, and the learning mechanism is able to integrate these multiple sources of information.",
keywords = "Word learning, Cross-situational learning, Child-directed speech , Distributional information , Multiple cue integration , Corpus analysis",
author = "Padraic Monaghan and Karen Mattock",
note = "Copyright {\textcopyright} 2011 Elsevier B.V. All rights reserved.",
year = "2012",
month = apr,
doi = "10.1016/j.cognition.2011.12.010",
language = "English",
volume = "123",
pages = "133--143",
journal = "Cognition",
issn = "0010-0277",
publisher = "Elsevier",
number = "1",

}

RIS

TY - JOUR

T1 - Integrating constraints for learning word-referent mappings

AU - Monaghan, Padraic

AU - Mattock, Karen

N1 - Copyright © 2011 Elsevier B.V. All rights reserved.

PY - 2012/4

Y1 - 2012/4

N2 - Learning word-referent mappings is complex because the word and its referent tend to co-occur with multiple other words and potential referents. Such complexity has led to proposals for a host of constraints on learning, though how these constraints may interact has not yet been investigated in detail. In this paper, we investigated interactions between word co-occurrence constraints and cross-situational statistics in word learning. Analyses of child-directed speech revealed that when both object-referring and non-referring words occurred in the utterance, referring words were more likely to be preceded by a determiner than when the utterance contained only referring words. In a word learning study containing both referring and non-referring words, learning was facilitated when non-referring words contributed grammatical constraints analogous to determiners. The complexity of multi-word utterances provides an opportunity for co-occurrence constraints to contribute to word-referent mapping, and the learning mechanism is able to integrate these multiple sources of information.

AB - Learning word-referent mappings is complex because the word and its referent tend to co-occur with multiple other words and potential referents. Such complexity has led to proposals for a host of constraints on learning, though how these constraints may interact has not yet been investigated in detail. In this paper, we investigated interactions between word co-occurrence constraints and cross-situational statistics in word learning. Analyses of child-directed speech revealed that when both object-referring and non-referring words occurred in the utterance, referring words were more likely to be preceded by a determiner than when the utterance contained only referring words. In a word learning study containing both referring and non-referring words, learning was facilitated when non-referring words contributed grammatical constraints analogous to determiners. The complexity of multi-word utterances provides an opportunity for co-occurrence constraints to contribute to word-referent mapping, and the learning mechanism is able to integrate these multiple sources of information.

KW - Word learning

KW - Cross-situational learning

KW - Child-directed speech

KW - Distributional information

KW - Multiple cue integration

KW - Corpus analysis

UR - http://www.scopus.com/inward/record.url?scp=84856785253&partnerID=8YFLogxK

U2 - 10.1016/j.cognition.2011.12.010

DO - 10.1016/j.cognition.2011.12.010

M3 - Journal article

C2 - 22245031

VL - 123

SP - 133

EP - 143

JO - Cognition

JF - Cognition

SN - 0010-0277

IS - 1

ER -