A Bootstrapping Model of Frequency and Context Effects in Word Learning.
A Bootstrapping Model of Frequency and Context Effects in Word Learning.
复制标题
单词学习中频率和上下文效应的引导模型。
DOI：
10.1111/cogs.12353
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发表时间：
2017
影响因子：
2.5
通讯作者：
Shiffrin,RichardM
中科院分区：
文献类型：
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作者：
Kachergis,George;Yu,Chen;Shiffrin,RichardM
先前的研究表明，人们可以从一系列包含多个单词和对象的歧义情况中学习许多名词（即单词-对象映射）。为了成功的跨情境学习，人们必须大致跟踪哪些单词和所指对象同时出现最频繁。这项研究调查了允许某些词指对比其他词指对更频繁出现的影响，就像在现实世界的学习环境中一样。令人惊讶的是，高频对并不总是能学得更好，但也可以促进其他对的学习。使用最近的关联模型（Kachergis、Yu 和 Shiffrin，2012），我们解释了混合不同频率对如何能够基于高频对的早期学习来引导低频对的后期学习。我们还操纵上下文多样性，即给定对在训练中出现的对的数量，因为它自然地与频率混淆。联想模型具有相互竞争的熟悉度和不确定性偏差，它们的相互作用能够捕捉频率和情境多样性对人类学习的个体和组合影响。另外两个最近的单词学习模型没有解释行为发现。
Prior research has shown that people can learn many nouns (i.e., word–object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross‐situational learning, people must approximately track which words and referents co‐occur most frequently. This study investigates the effects of allowing some word‐referent pairs to appear more frequently than others, as is true in real‐world learning environments. Surprisingly, high‐frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low‐frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word‐learning models do not account for the behavioral findings.