Journal ArticleDOI
Early object labels: the case for a developmental lexical principles framework.
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TLDR
A set of six lexical principles for making object label learning a manageable task are presented and critically evaluated, with the effect of reducing the amount of information that language-learning children must consider for what a new word might mean.Abstract:
Universally, object names make up the largest proportion of any word type found in children's early lexicons. Here we present and critically evaluate a set of six lexical principles (some previously proposed and some new) for making object label learning a manageable task. Overall, the principles have the effect of reducing the amount of information that language-learning children must consider for what a new word might mean. These principles are constructed by children in a two-tiered developmental sequence, as a function of their sensitivity to linguistic input, contextual information, and social-interactional cues. Thus, the process of lexical acquisition changes as a result of the particular principles a given child has at his or her disposal. For children who have only the principles of the first tier (reference, extendibility, and object scope), word learning has a deliberate and laborious look. The principles of the second tier (categorical scope, novel name-nameless category' or N3C, and conventionality) enable the child to acquire many new labels rapidly. The present unified account is argued to have a number of advantages over treating such principles separately and non-developmentally. Further, the explicit recognition that the acquisition and operation of these principles is influenced by the child's interpretation of both linguistic and non-linguistic input is seen as an advance.read more
Citations
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MonographDOI
The Evolution of Language
TL;DR: The authors exploit newly available massive natu- ral language corpora to capture the language as a language evolution phenomenon. But their work is limited to a subset of the languages in the corpus.
Journal ArticleDOI
At the interface: dynamic interactions of explicit and implicit language knowledge
TL;DR: The authors reviewed various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning and found that implicit and explicit knowledge are dissociable but cooperative.
Word learning as Bayesian inference
Joshua B. Tenenbaum,Fei Xu +1 more
TL;DR: In this paper, the authors apply a computational theory of concept learning based on Bayesian inference to the problem of learning words from examples, without assuming that words are mutually exclusive or map only onto basic-level cat- egories.
Journal ArticleDOI
Word learning as Bayesian inference.
Fei Xu,Joshua B. Tenenbaum +1 more
TL;DR: The authors present a Bayesian framework for understanding how adults and children learn the meanings of words, and explains how learners can generalize meaningfully from just one or a few positive examples of a novel word's referents.
Journal ArticleDOI
Learning words from sights and sounds: a computational model
Deb Roy,Alex Pentland +1 more
TL;DR: The model successfully performed speech segmentation, word discovery and visual categorization from spontaneous infant-directed speech paired with video images of single objects, demonstrating the possibility of using state-of-the-art techniques from sensory pattern recognition and machine learning to implement cognitive models which can process raw sensor data without the need for human transcription or labeling.
References
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Book
Word and Object
TL;DR: This edition offers a new preface by Quine's student and colleague Dagfinn Follesdal that describes the never-realized plans for a second edition of Word and Object, in which Quine would offer a more unified treatment of the public nature of meaning, modalities, and propositional attitudes.
Journal ArticleDOI
Basic objects in natural categories
TL;DR: In this paper, the authors define basic objects as those categories which carry the most information, possess the highest category cue validity, and are the most differentiated from one another, and thus the most distinctive from each other.
Book
The Child's Theory of Mind
TL;DR: The Child's Theory of Mind as discussed by the authors ) is a theory of mind developed in children as young as three years of age, and it has been shown that children grasp the distinction between mental constructs and physical entities and have an understanding of the relationship between individuals' mental states and their overt actions.