Observing and Modeling Developing Knowledge and Uncertainty during Cross-situational Word Learning.
Observing and Modeling Developing Knowledge and Uncertainty during Cross-situational Word Learning.
复制标题
在跨情境单词学习过程中观察和建模发展知识和不确定性。
DOI：
10.1109/tcds.2017.2735540
复制
发表时间：
2018
影响因子：
5
通讯作者：
Yu,Chen
中科院分区：
文献类型：
--
作者：
Kachergis,George;Yu,Chen
能够在由多个单词和所指对象组成的多个场景中学习单词含义（即，跨情境）被认为对语言习得很重要。这种能力已经在婴儿、儿童和成人中进行了研究，但关于跨情境词汇学习过程中的基本存储和提取机制仍有很多争论。很难揭示学习机制，部分原因是因为标准的实验范式，在一系列训练试验中的每一次都呈现一些单词和物体，只在训练结束时，在每个单词-物体对出现几次之后才测量学习。不同的模型能够匹配标准范式的最终性能水平，而学习轨迹的丰富历史和背景仍然模糊。本文探讨了准确性和不确定性随着时间的推移，在一个版本的跨情境学习任务，在整个培训过程中，以及在最后的测试中测试的话。与标准任务的性能水平相似，我们研究了在线响应轨迹与最近基于假设和联想的单词学习计算模型的匹配程度。
Being able to learn word meanings across multiple scenes consisting of multiple words and referents (i.e., cross-situationally) is thought to be important for language acquisition. The ability has been studied in infants, children, and adults, and yet there is much debate about the basic storage and retrieval mechanisms that operate during cross-situational word learning. It has been difficult to uncover the learning mechanics in part because the standard experimental paradigm, which presents a few words and objects on each of a series of training trials, measures learning only at the end of training, after several occurrences of each word-object pair. Diverse models are able to match the final level of performance of the standard paradigm, while the rich history and context of the learning trajectories remain obscured. This paper examines accuracy and uncertainty over time in a version of the cross-situational learning task in which words are tested throughout training, as well as in a final test. With similar levels of performance to the standard task, we examine how well the online response trajectories match recent hypothesis- and association-based computational models of word learning.