An associative account of the development of word learning.
Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall h...
| Publicado en: | Cognitive Psychology Vol. 97; pp. 1 - 31 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
Sep2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=124630275&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 124630275 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00100285 COP jtl: Cognitive Psychology issn: 00100285 maglogo: N pubinfo: dt: Sep2017 vid: 97 pid: 735 pub: Academic Press Inc. artinfo: ui: 124630275 10.1016/j.cogpsych.2017.06.001 ppf: 1 ppct: 30 formats: tig: atl: An associative account of the development of word learning. aug: au: Sloutsky, Vladimir M. Yim, Hyungwook Yao, Xin Dennis, Simon affil: Department of Psychology, The Ohio State University, United States Unilever Corporation, Shanghai, China School of Psychology, University of Newcastle, Australia su: Language awareness in children Cognitive psychology Associative learning Psychology of learning Associative memory (Psychology) sug: subj: Language awareness in children Cognitive psychology Associative learning Psychology of learning Associative memory (Psychology) keyword: Cognitive development Semantic development Word learning Cognitive development Semantic development Word learning ab: Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall hypothesis space by favoring some meanings over others. However, these approaches have difficulty explaining how words are learned from conversations or text, without pointing or explicit instruction. In this research, we propose an associative mechanism that can account for such learning. In a series of experiments, 4-year-olds and adults were presented with sets of words that included a single nonsense word (e.g. dax). Some lists were taxonomic (i.,e., all items were members of a given category), some were associative (i.e., all items were associates of a given category, but not members), and some were mixed. Participants were asked to indicate whether the nonsense word was an animal or an artifact. Adults exhibited evidence of learning when lists consisted of either associatively or taxonomically related items. In contrast, children exhibited evidence of word learning only when lists consisted of associatively related items. These results present challenges to several extant models of word learning, and a new model based on the distinction between syntagmatic and paradigmatic associations is proposed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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