Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence

Zhang, Yayun; Chen, Chi-Hsin; Yu, Chen

doi:10.1016/bs.acdb.2019.01.001

Cited by 7 publications

(4 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, everyday situations present high levels of ambiguity, as numerous possible referents for a new word may be present at the same time (Mulak et al., 2019; Zhang et al., 2019). Another mechanism for word learning in ambiguous scenarios may be through tracking the frequency with which words and their meanings co‐occur, also known as statistical word learning or as CSWL.…”

Section: Background Literaturementioning

confidence: 99%

Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing

2022

View full text Add to dashboard Cite

show abstract

Section: Background Literaturementioning

confidence: 99%

Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing

2022

View full text Add to dashboard Cite

show abstract

“…Word learning occurs in many everyday situations but is a complex task. Language learners are not always explicitly presented with the meanings of new words (Mulak, et al, 2019), as numerous possible referents for a new word may be present at the time of exposure (Zhang et al, 2019). In such an ambiguous scenario, learners are expected to map words and their referents through using implicit learning strategies.…”

Section: Introductionmentioning

confidence: 99%

Investigating orthographic versus auditory cross-situational word learning with online and lab-based research

Escudero¹,

Smit²,

Angwin³

2021

Preprint

View full text Add to dashboard Cite

In recent years, cross-situational word learning (CSWL) paradigms have shown that novel words can be learned through implicit statistical learning. So far, CSWL studies using adult populations have focused on the presentation of spoken words (auditory information), however, words can also be learned through their written form (orthographic information). This study compares auditory and orthographic presentation of novel words with different degrees of phonological overlap using the CSWL paradigm. Additionally, we also present a lab-based and online-based approach to testing behavioural experiments. Due to the COVID-19 pandemic, lab testing was prematurely terminated, and testing was continued online using a newly created online testing protocol. Analyses first compared accuracy and response times across modalities, with our findings showing better and faster recognition performance for CSWL when novel words are presented through their written (orthographic condition) than through their spoken forms (auditory condition). As well, Bayesian modelling found that accuracy for the auditory condition was higher online compared to the lab-based experiment, whereas performance in the orthography condition was high in both experiments and generally outperformed the auditory condition. We discuss the implications of our findings for modality of presentation, as well as the benefits of our online testing protocol and its implementation for future research.

show abstract

“…However, there has been surprisingly slow progress in solving some long-standing controversies regarding the basic mechanisms that underlie language acquisition. For instance, do infants learn language primarily from extracting statistics over speech inputs (Romberg & Saffran, 2010; Saffran & Kirkham, 2018), from examining cross-situational correlations over multisensory inputs (Smith & Yu, 2008; Suanda, Mugwanya & Namy, 2014; Yu & Smith, 2017; Zhang, Chen & Yu, 2019), or by relying on social interactions and feedback (Tomasello, 2003; Tsuji, Cristia & Dupoux, 2021; Yu & Ballard, 2007)? Do they learn by leveraging discrete linguistic categories or continuous sensory representations (Kuhl et al, 2008; McMurray, 2021)?…”

Section: What Is Needed and Why?mentioning

confidence: 99%

Realistic and broad-scope learning simulations: first results and challenges

2023

View full text Add to dashboard Cite

There is a current ‘theory crisis’ in language acquisition research, resulting from fragmentation both at the level of the approaches and the linguistic level studied. We identify a need for integrative approaches that go beyond these limitations, and propose to analyse the strengths and weaknesses of current theoretical approaches of language acquisition. In particular, we advocate that language learning simulations, if they integrate realistic input and multiple levels of language, have the potential to contribute significantly to our understanding of language acquisition. We then review recent results obtained through such language learning simulations. Finally, we propose some guidelines for the community to build better simulations.

show abstract

Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence

Cited by 7 publications

References 46 publications

Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing

Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing

Investigating orthographic versus auditory cross-situational word learning with online and lab-based research

Realistic and broad-scope learning simulations: first results and challenges

Contact Info

Product

Resources

About