How young children integrate information sources to infer the meaning of words.
How young children integrate information sources to infer the meaning of words.
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DOI：
10.1038/s41562-021-01145-1
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发表时间：
2021-08
影响因子：
29.9
通讯作者：
Frank MC
中科院分区：
文献类型：
--
作者：
Bohn M;Tessler MH;Merrick M;Frank MC
在正规教育开始之前，孩子们通常会在社交环境中使用许多不同的信息来源，包括他们当前的知识状态和他们听到的词语信息集成了？我们根据哪些年龄特定的方式来指定开发模型，并通过贝叶斯推理整合准确地预测了2-5岁的儿童单词学习在一系列实验条件下，他们必须整合三个信息源。整合能力。竞争理论的预测和解释力。
Bohn等人都会出现一个模型，以解释儿童在单词学习过程中如何结合信息。
Before formal education begins, children typically acquire a vocabulary of thousands of words. This learning process requires the use of many different information sources in their social environment, including their current state of knowledge and the context in which they hear words used. How is this information integrated? We specify a developmental model according to which children consider information sources in an age-specific way and integrate them via Bayesian inference. This model accurately predicted 2–5-year-old children’s word learning across a range of experimental conditions in which they had to integrate three information sources. Model comparison suggests that the central locus of development is an increased sensitivity to individual information sources, rather than changes in integration ability. This work presents a developmental theory of information integration during language learning and illustrates how formal models can be used to make a quantitative test of the predictive and explanatory power of competing theories. Bohn et al. present and test a model to explain how children combine information during word learning. They conclude that children become more sensitive to individual information sources with age, but the way they integrate information remains stable.
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