Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.
Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.
复制标题
通过视觉探索空间的单词对象学习（WOLVES）：跨情境单词学习的神经过程模型。
DOI：
10.1037/rev0000313
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发表时间：
2022-07
影响因子：
5.4
通讯作者：
Samuelson LK
中科院分区：
文献类型：
--
作者：
Bhat AA;Spencer JP;Samuelson LK
婴儿、儿童和成年人都能在模糊的命名情况下追踪同现，从而推断出新词的指称。关于这种跨情境单词学习（CSWL）能力的大量文献已经产生了两种理论解释-联想学习（AL）和假设检验（HT）-但没有全面的行为模型。我们提出了WOLVES，这是一个基于记忆和注意力的实时心理过程的CSWL的实现级帐户，它明确地模拟了查看时刻尺度和跨试验学习的动态。我们使用WOLVES从成人和儿童的CSWL的12项研究中获取数据，从而提供了一个全面的数据帐户，旨在支持AL和HT帐户。直接的模型比较表明，WOLVES表现良好，相对于两个竞争对手的模型。特别是，WOLVES比竞争对手模型捕获更多的数据（132对69个数据值），并且比竞争对手模型更好地拟合数据（例如，17种条件中有12种的错误分数百分比较低）。此外，WOLVES更准确地概括了三个“坚持”的实验，尽管一个模型在另一个泛化指标（AIC/BIC）上表现更好。至关重要的是，我们提供了CSWL的第一个发展账户，提供了从婴儿期到成年期记忆过程如何变化的见解。WOLVES表明，视觉探索和选择性注意在CSWL都依赖于和指示的学习任务特定的背景下。此外，学习是由文字和凝视的实时同步驱动的，并受到多个时间尺度上的记忆过程的约束。
Infants, children and adults have been shown to track co-occurrence across ambiguous naming situations to infer the referents of new words. The extensive literature on this cross-situational word learning (CSWL) ability has produced support for two theoretical accounts—associative learning (AL) and hypothesis testing (HT)—but no comprehensive model of the behaviour. We propose WOLVES, an implementation-level account of CSWL grounded in real-time psychological processes of memory and attention that explicitly models the dynamics of looking at a moment-to-moment scale and learning across trials. We use WOLVES to capture data from 12 studies of CSWL with adults and children, thereby providing a comprehensive account of data purported to support both AL and HT accounts. Direct model comparison shows that WOLVES performs well relative to two competitor models. In particular, WOLVES captures more data than the competitor models (132 vs. 69 data values) and fits the data better than the competitor models (e.g., lower percent error scores for 12 of 17 conditions). Moreover, WOLVES generalizes more accurately to three ‘held-out’ experiments, although a model by fares better on another metric of generalization (AIC/BIC). Critically, we offer the first developmental account of CSWL, providing insights into how memory processes change from infancy through adulthood. WOLVES shows that visual exploration and selective attention in CSWL are both dependent on and indicative of learning within a task-specific context. Further, learning is driven by real-time synchrony of words and gaze and constrained by memory processes over multiple timescales.
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影响因子：
6.4
作者：
Barr, Rachel
通讯作者：
Barr, Rachel
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