Learning to predict or predicting to learn?
Learning to predict or predicting to learn?
复制标题
学习预测还是预测学习？
DOI：
10.1080/23273798.2015.1077979
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
M. Pickering
中科院分区：
文献类型：
--
作者：
H. Rabagliati;C. Gambi;M. Pickering
摘要 人类以惊人的速度和准确性完成复杂的常见任务，例如理解句子。这种专业知识取决于预期：预测即将出现的单词可以让我们领先。但我们首先如何掌握这个游戏呢？为了做出准确的预测，孩子们必须首先学习他们的语言。一种可能性是预测具有双重作用，可以实现快速的语言学习和理解。孩子们可以通过预测说话者的行为方式来掌握他们的语言结构，并且当这些猜测错误时，修改他们的语言表达。许多著名的计算模型都假设儿童以这种方式学习。但这个假设正确吗？在这里，我们列出了证明儿童使用“预测学习”的要求，并回顾了这一立场的当前证据。我们认为，尽管人们对这个想法抱有广泛的热情，但我们还不能得出孩子“预测学习”的结论。
ABSTRACT Humans complete complex commonplace tasks, such as understanding sentences, with striking speed and accuracy. This expertise is dependent on anticipation: predicting upcoming words gets us ahead of the game. But how do we master the game in the first place? To make accurate predictions, children must first learn their language. One possibility is that prediction serves double duty, enabling rapid language learning as well as understanding. Children could master the structures of their language by predicting how speakers will behave and, when those guesses are wrong, revising their linguistic representations. A number of prominent computational models assume that children learn in this way. But is that assumption correct? Here, we lay out the requirements for showing that children use “predictive learning”, and review the current evidence for this position. We argue that, despite widespread enthusiasm for the idea, we cannot yet conclude that children “predict to learn”.
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