A Semantic Space for Modeling Children’s Semantic Memory

Abstract

A preliminary model based on a child corpusIn contrast to many LSA semantic spaces in the literature which are based on domain -specific corpora, we chose to build a general child corpus intended to model children's semantic memory (Denhière, Lemaire, Bellissens & Jhean -Larose, 2004) and to offer a layer of basic semantic associations on top of which computational models of children cognitive processes can be designed and simulated (Lemaire, Denhière, Bellissens & Jhean -Larose, to appear). Develop m e n t al dataWe possess little direct information on the nature and the properties of

Extracting semantic representations from word co-occurrence statistics: A computational study

“…This has included using LSA to model metaphor comprehension (Kintsch, 2000;Kintsch & Bowles, 2002); a model of children's semantic memory built from an LSA analysis of a child corpus (Denhière & Lemaire, 2004); application to grading student essays (Miller, 2003); application of different sources of knowledge on reasoning (Wolfe & Goldman, 2003); mathematical improvements to the LSA distance measure (Hu et al, 2003); potential improvements in the statistical methods underlying LSA (Hofmann, 2001); and many other studies.…”

A computational model for simulating text comprehension

“…This computer program is intended to help psycholinguists investigate the way in which humans comprehend texts in relation to their level of prior relevant knowledge, the situation models used, and the structure of texts processed (Baudet & Denhière, 1991;Cook & Myers, 2004;Denhière et al, 2007;McNamara, Kintsch, Songer, & Kintsch, 1996;Voss & Silfies, 1996;Zwaan & Radvansky, 1998). Researchers who are willing to explore the assets and limitations of the construction-integration model, or to compare its performance with other models-such as the landscape model (Linderholm et al, 2004) or the resonance model (O'Brien, Rizzella, Albrecht, & Halleran, 1998)-can test it on various texts quite easily.…”

“…This is because most words appear almost only in written form and because direct instruction seems to play a limited role. Therefore, we learn the meaning of words mainly from raw texts, by mentally constructing their meaning through repeated exposure to appropriate contexts (Denhière, Lemaire, Bellissens, & Jhean-Larose, 2007;Kintsch, 2007).…”

Modelos y teorías computacionales de la memoriahumana: un estado de la cuestión y análisis crítico

“…La tercera clasificación trata sobre modelos de tipos de memoria o funciones de la memoria específicas (Baddeley, 1986;Burgess, 2000;Burgess y Hitch, 2005;Byrne, 1996;Chartier, Renaud y Boukadoum, 2008;Collins, 1973;Denhière y Lemaire, 2004;Foltz, 1991;Howard, 2009;Leake, 1994;Norman, Detre y Polyn, 2008;O'Reilly, Braver y Cohen, 1999;Rizzuto, 2002;Rogers, 2008;Shastri, 2001). En este tipo de modelo se aisla alguna característica o función de la memoria para ser estudiada aparte de los otros procesos cognitivos.…”