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ERIC Number: EJ1130602
Record Type: Journal
Publication Date: 2017-Feb
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0364-0213
Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks
Colunga, Eliana; Sims, Clare E.
Cognitive Science, v41 suppl 1 p73-95 Feb 2017
In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds seem to intuit the whole range of things in a category from hearing a single instance named--they have word-learning biases. This is not the case for children with relatively small vocabularies ("late talkers"). We present a computational model that accounts for the emergence of word-learning biases in children at both ends of the vocabulary spectrum based solely on vocabulary structure. The results of Experiment 1 show that late-talkers' and early-talkers' noun vocabularies have different structures and that neural networks trained on the vocabularies of individual late talkers acquire different word-learning biases than those trained on early-talker vocabularies. These models make novel predictions about the word-learning biases in these two populations. Experiment 2 tests these predictions on late- and early-talking toddlers in a novel noun generalization task.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD067315