What you see is what you learn: Visual attention in statistical word learning

项目总结 父母谈话数量和质量的个体差异及幼儿的个体差异 视觉注意预示着以后的词汇发展，而词汇发展又会产生级联效应 认知发展和学业成绩的后遗症。拟议的研究 研究婴儿在一岁生日之前如何开始学习物体的名称，并在一个独特的 方法，侧重于婴儿视角的视觉信息如何与父母一致 命名和婴儿外观行为如何选择要汇总的数据以及如何进行汇总 选定的数据在统计学习中以增量方式变化。为了实现这一目标，我们将收集 婴儿语料库-8-12个月大的婴儿与父母玩耍时的透视场景 一个玩具室，父母在玩耍时很自然地给物体命名。我们将分析其参考价值 通过向婴儿展示与父母命名事件同时发生的场景的模棱两可 并在自由观看时跟踪它们的凝视方向。我们将使用凝视数据来量化模糊性 就场景的不确定性、正确性和信息性而言 对象引用。然后，我们将构建跨情景学习实验的训练集 通过操纵高模糊度和低模糊度试验的混合，从收集的场景中。我们将测试一个 关于婴儿如何收集信息以学习多个物体名称的一系列假设。 此外，我们将逐一试验婴儿的凝视数据提供给模型，以预测最终结果 学习结果，目标是指定支持的注意力和记忆过程 学习。我们这个项目的主要目标是展示婴儿视角的场景合作 早期命名事件具有引导和训练婴儿视觉注意力和 在这样做的同时，通过聚合 跨多个命名事件的信息。

PROJECT SUMMARY Individual differences in the quantity and quality of parent talk and individual differences in infant visual attention predict later vocabulary development, which in turn has the cascading consequences of later cognitive development and school achievement. The proposed research studies how infants prior to their first birthday begin to learn object names, and does so in a unique approach, focusing on how visual information from the infant perspective coincide with parent naming and on how infant looking behavior selects the data to be aggregated and how that selected data changes incrementally in statistical learning. Toward this goal, we will collect a corpus of infant-perspective scenes from 8-12-month-old infants as they play with their parent in a toy room and as parents naturally name objects during play. We will analyze the referential ambiguity of the scenes that co-occur with parent naming events, by showing the scenes to infants and tracking their gaze direction in free viewing. We will use the gaze data to quantify ambiguity in terms of the uncertainty, correctness, and informativeness of the scenes as to the intended object referent. We will then construct training sets for cross-situational learning experiments from the collected scenes by manipulating the mix of high and low ambiguity trials. We will test a series of hypotheses about how infants aggregate information to learn multiple object names.  Moreover, we will feed the trial-by-trial gaze data of individual infants to models to predict final learning outcomes, with the goal of specifying attentional and memory processes that support learning. Our overarching aim of the project is to show that the infant-perspective scenes co- occurring with early naming events have properties that guide and train infant visual attention and in so doing support the learning of names and their referents through the aggregation of information across multiple naming events.