Word learning emerges from the interaction of online referent selection and slow associative learning.
Word learning emerges from the interaction of online referent selection and slow associative learning.
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DOI：
10.1037/a0029872
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发表时间：
2012-10
影响因子：
5.4
通讯作者：
Samuelson, Larissa K.
中科院分区：
文献类型：
--
作者：
McMurray, Bob;Horst, Jessica S.;Samuelson, Larissa K.
经典的单词学习方法强调指称歧义问题：在任何命名情况下，新词的指称必须从许多可能的对象、属性、动作等中选择。为了解决这个问题，研究人员提出了许多约束和推理策略，但假设确定新词的指称与学习同构。我们提出了一种替代模型，其中参考选择是一个独立于长期学习的在线过程。这种两个时间尺度的方法在开发系统中产生了巨大的力量。我们用动态关联模型来说明这一点，其中参照物选择被模拟为竞争参照物之间的动态竞争，并且使用关联（赫布）学习来模拟学习。该模型可以解释一系列发现，包括表达性词汇相对于接受性词汇的延迟、使用跨情境统计在高度指称歧义下学习、加速（词汇爆炸）和减速（幂律）学习率、通过相互排他性（以及双语者的差异）进行快速映射、熟悉的单词识别随着发展而改进，以及个体处理速度差异之间的相关性 和学习。阐述了五个理论要点。 1）单词学习不需要专门的过程——动态竞争支持的一般联想学习可以解释大部分文献。 2）识别熟悉单词的过程与支持新单词的过程（例如快速映射）没有什么不同。 3）在线竞争可能允许网络（或孩子）利用任务中可用的信息来增强表现或行为，尽管学习可能相对较慢或表现不佳。 4）即使是联想学习也比以前想象的更复杂——性能的一个主要贡献者是修剪单词和所指对象之间的不正确关联。 5）最后，该模型说明学习和指代选择/单词识别虽然在逻辑上不同，但可以深刻而微妙地相关，因为处理速度和相互排斥性等现象可能部分源自学习塑造系统的方式。总的来说，这提出了描述情境和发展时间过程之间相互作用的更复杂的方法，并指出需要将这种相互作用视为儿童发展和处理的主要决定因素。
Classic approaches to word learning emphasize the problem of referential ambiguity: in any naming situation the referent of a novel word must be selected from many possible objects, properties, actions, etc. To solve this problem, researchers have posited numerous constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative model in which referent selection is an online process that is independent of long-term learning. This two timescale approach creates significant power in the developing system. We illustrate this with a dynamic associative model in which referent selection is simulated as dynamic competition between competing referents, and learning is simulated using associative (Hebbian) learning. This model can account for a range of findings including the delay in expressive vocabulary relative to receptive vocabulary, learning under high degrees of referential ambiguity using cross-situational statistics, accelerating (vocabulary explosion) and decelerating (power-law) learning rates, fast-mapping by mutual exclusivity (and differences in bilinguals), improvements in familiar word recognition with development, and correlations between individual differences in speed of processing and learning. Five theoretical points are illustrated. 1) Word learning does not require specialized processes – general association learning buttressed by dynamic competition can account for much of the literature. 2) The processes of recognizing familiar words are not different than those that support novel words (e.g., fast-mapping). 3) Online competition may allow the network (or child) to leverage information available in the task to augment performance or behavior despite what might be relatively slow learning or poor representations. 4) Even associative learning is more complex than previously thought – a major contributor to performance is the pruning of incorrect associations between words and referents. 5) Finally, the model illustrates that learning and referent selection/word recognition, though logically distinct, can be deeply and subtly related as phenomena like speed of processing and mutual exclusivity may derive in part from the way learning shapes the system. As a whole, this suggests more sophisticated ways of describing the interaction between situation- and developmental-time processes and points to the need for considering such interactions as a primary determinant of development and processing in children.
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DOI：
10.1044/1092-4388(2005/102
发表时间：
2005-12-01
影响因子：
2.6
作者：
Capone, NC;McGregor, KK
通讯作者：
McGregor, KK
影响因子：
1.8
作者：
BAUER, PJ;DOW, GA;HERTSGAARD, LA
通讯作者：
HERTSGAARD, LA
影响因子：
5.4
作者：
BOURNE, LE;RESTLE, F
通讯作者：
RESTLE, F
影响因子：
5.4
作者：
BUSH, RR;MOSTELLER, F
通讯作者：
MOSTELLER, F
影响因子：
5.4
作者：
ANDERSON, JR
通讯作者：
ANDERSON, JR