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

所见即所得：统计单词学习中的视觉注意力

• 批准号: 10237417
• 负责人: Chen Yu
• 金额: $ 34.7万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-11-17 至 2022-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10237417
• 关键词: Achievement; Adult; Age-Months; Attention; Behavior; Characteristics; Clutterings; Consensus; Data; Development; Event; Experimental Designs; Eye; Future; Goals; Growth; Head; Hearing; Individual; Individual Differences; Infant; Infant Behavior; Judgment; Learning; Link; Location; Measures; Modeling; Names; Parents; Play; Process; Property; Role; Schools; Series; Specific qualifier value; Stimulus; Testing; To specify; Toy; Training; Uncertainty; Visual; Visual attention; Vocabulary; Work; behavior change; cognitive development; experience; experimental study; follow-up; gaze; insight; learning outcome; lexical; memory process; research study; slow potential; statistical learning; statistics; visual information; visual learning; word learning

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.

项目摘要 父母谈话的数量和质量的个体差异与幼儿的个体差异 视觉注意力可以预测后来的词汇发展，而词汇发展又会产生连锁反应 对后来的认知发展和学业成绩的影响。拟议研究 研究婴儿如何在他们的第一个生日之前开始学习物体名称，并在一个独特的 方法，重点是如何从婴儿的角度视觉信息与父母一致 命名和婴儿的行为如何选择要聚合的数据，以及如何 选定的数据在统计学习中逐渐变化。为了实现这一目标，我们将收集 8-12个月大的婴儿与父母玩耍时的婴儿视角场景语料库， 一个玩具室，父母在玩耍时自然地说出物体的名字。我们将分析参考 通过向婴儿展示与父母命名事件同时发生的场景， 并在自由观看时跟踪他们的注视方向。我们将使用凝视数据来量化模糊性 在不确定性方面，正确性，以及场景的信息性， 对象所指。然后，我们将构建跨情境学习实验的训练集 通过操纵高和低模糊度试验的混合来从所收集的场景中获得。我们将测试 一系列关于婴儿如何收集信息以学习多个物体名称的假设。 此外，我们将把个别婴儿的试验性凝视数据输入模型，以预测最终的结果。 学习成果，目标是指定注意力和记忆过程， 学习我们这个项目的首要目标是展示婴儿视角的场景， 早期命名事件的发生具有引导和训练婴儿视觉注意力的特性， 在这样做的过程中，通过聚合 跨多个命名事件的信息。