Word-learning from visual prevalence: evidence from first ... · frequent nouns from the First,...

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Word-learning from visual prevalence: evidence from first- person infant views Elizabeth M. Clerkin, Chen Yu, & Linda B. Smith Department of Psychological and Brain Sciences, Indiana University 11/4/16 BUCLD 1

Transcript of Word-learning from visual prevalence: evidence from first ... · frequent nouns from the First,...

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Word-learningfromvisualprevalence:evidencefromfirst-

personinfantviews

ElizabethM.Clerkin,ChenYu, &LindaB.Smith

DepartmentofPsychologicalandBrainSciences,IndianaUniversity

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BreakingintowordlearningTheproblemofuncertainty&clutter

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Amappingproblem

• Thisconceptualizationisattheheartofcurrentdebatesaboutcross-situationalword-referentlearning(Medina,Snedeker,Trueswell,&Gleitman,2011;Smith,Suanda,&Yu,2014)

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Cup

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Today:Theveryearlysideofobjectnamelearning

8to10montholds

Birth& 12&months& 24&months&

First&words& Name&explosion&

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Today:Theproblemisonthevisualside

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Long-timeassumptionthatbasiclevelcategoriesareperceptually“given”(Rosch,etal.,1976;Gentner,1982)However,humanvisionandmachinevisionresearchshowsthatvisualobjectrecognitionisnotatrivialproblembutonethatrequiresmassivevisualexperiencewithspecificcategories(Kourtzi&Connor,2011;Pinto,Cox,&DiCarlo,2008)Weknowalotaboutthewordsinfantshearandhowtheyarerelevanttoinfant’slaterwordlearning(seeHart&Risley,1995)

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Thenaturalstatisticsofobjectsininfants’viewsWeproposethatthenaturaldistributionofobjectsininfants’daytodayvisualenvironmentscanhelpsolvetheproblemsofreferentialuncertaintyandvisualobjectrecognition

Manynaturaldistributionsareextremelyright-skewed

Ifasmallsetofobjectsare pervasivelypresent,theycouldformanearlyselectsetofrecognizedobjectsforwordlearning

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Infantperspectivescenes

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HeadCamera(Looxcie)

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Corpuscollection

8infants(3male)Ranginginagefrom8.5to10.5months,M=9.2months

8.5totalhoursoffootage(meanpersubject=1.1,SD=0.54)Thetotalnumberofindividualmealtimeeventsinthesamplewas147• Meandurationof3.5min(SD=7.2)

The917,207(total)framesinthemealtimecorpusweresampledat1/5Hzforcoding• Thisyieldedatotalof5,775codedscenes

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Corpuscollection

• Imagesanalyzedwerecapturedduringinfantmealtimes• Mealtime=anyeating/foodrelatedevent• Occursmultiplestimesperdayeveryday• Likelyinvolvesalargevarietyofcommonobjects• Occursinmanydifferentcontexts

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Codingofthecorpus

About500naïveadults(AmazonMechanicalTurk)Task:namethefivemostobviousobjectsinthescene,usingbasiclevelnounsCoderssawimagesinsequentialsetsof20Eachscenewascodedby4individuals

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745uniqueobjectnames

FirstNouns(133)– normativelylearnedby16months(CommunicativeDevelopmentalInventory- CDI)EarlyNouns(59)– normativelylearnedbetween16and30months(ToddlerCDI)LaterNouns(553)– othernounsnamedbycodersthatwerenotoneitherinventory• AoA:6.15years(SD=1.56)

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Objectnamecategories

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Areparentsnamingtheseobjects?

• Couldvisualpervasivenessitself– withouthigh-frequencynaming–supportlearningfirstobjectnames?• Wethinkthatitmight:• Byincreasingthestrengthofvisualobjectrepresentationsinclutteredscenes• Andthusthelikelihoodofselecting,remembering,andtherebyaggregatinganobjectasareferent

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• Thespeechfromtheseinfantheadcameravideoswastranscribedinentirety• Includingchild-directedspeech,adult-directedspeech,etc.

• “Namingmoments”wereextractedforeachofthe745objectsthatoccurredinthesescenes

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Areparentsnamingtheseobjects?

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Anassociativemodelofword-referentlearning

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• 50mostfrequentobjectsineachAoA category• Ineachtrialofthesimulation,thesystemwaspresentedwith5objectnamesdrawnfrom6differentnamingfrequenciesandalltheobjectscoderssaidwerepresentedinthatscene• 6differentnamingfrequencies:• Entirelyrandom- thatis:First,Early,andLaterNounswerenamedequallyoftenandwithnoregardtotheobjectsinthescene• Theobjectspresentinasceneandonlythoseobjectshadtheirnamespresentedtothesystem• Theother4conditionsareintermediatebetweenthesetwo

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• Aco-occurrencematrixwasbuiltfromthesetrainingtrials• On1,000simulations,thesystemwasprobedonthe50mostfrequentnounsfromtheFirst,Early,andLaterNounslists• Onthetesttrials,ifthemaximalcellintheco-occurrencematrixforeachobjectnamewasitscorrespondingobject,thetrialwascountedascorrect

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Anassociativemodelofword-referentlearning

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Howdoinfantsbreakintolearningobjectnames?

Thepervasivenessofafewobjectcategoriespresent– dayinanddayout–ininfants’visualenvironmentsmaysolvereferentialambiguity,andthisvisuallearningmaybeginbeforewordlearning

Thenon-uniformfrequencystatisticsofvisualobjectsineverydayscenesbringsforwardasignaloflikelyreferentsinavisuallynoisyandclutteredworld

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AcknowledgementsOurparticipatingfamiliesThemembersoftheCognitiveDevelopmentLabatIU,especiallyLizzieHart,ArielLa,Swapnaa Jayaraman,CaitlinFausey,DominiqueSaviano,andMaryLoftusOurfundingsources

The Cognitive Development Lab

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LaterNouns

Shelf

Bag

Container

Cabinet

Lid

Counter

Fireplace

Bin

Tablecloth

Straw

Painting

Handle

Seat

Wood

Outlet

EarlyNouns

Tray

Washing Machine

Napkin

Knife

Tissue

Basket

Sofa

Dryer

Bench

Can

Yogurt

Bucket

Sauce

Belt

Walker

FirstNouns

Table

Chair

Shirt

Bowl

Bottle

Spoon

Window

Cup

Plate

Glasses

Food

Door

Telephone

Couch

Picture


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