David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Cognitive Science 34 (6):1093-1106 (2010)
Infant and adult learners are able to identify word boundaries in fluent speech using statistical information. Similarly, learners are able to use statistical information to identify word–object associations. Successful language learning requires both feats. In this series of experiments, we presented adults and infants with audio–visual input from which it was possible to identify both word boundaries and word–object relations. Adult learners were able to identify both kinds of statistical relations from the same input. Moreover, their learning was actually facilitated by the presence of two simultaneously present relations. Eight-month-old infants, however, do not appear to benefit from the presence of regular relations between words and objects. Adults, like 8-month-olds, did not benefit from regular audio–visual correspondences when they were tested with tones, rather than linguistic input. These differences in learning outcomes across age and input suggest that both developmental and stimulus-based constraints affect statistical learning
|Keywords||Audio–visual input Statistical learning Word segmentation Word learning|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Juan M. Toro, Scott Sinnett & Salvador Soto-Faraco (2005). Speech Segmentation by Statistical Learning Depends on Attention. Cognition 97 (2):25-34.
Linda Smith & Chen Yu (2008). Infants Rapidly Learn Word-Referent Mappings Via Cross-Situational Statistics. Cognition 106 (3):1558-1568.
Jenny R. Saffran, Elizabeth K. Johnson, Richard N. Aslin & Elissa L. Newport (1999). Statistical Learning of Tone Sequences by Human Infants and Adults. Cognition 70 (1):27-52.
Kyle E. Chambers, Kristine H. Onishi & Cynthia Fisher (2003). Infants Learn Phonotactic Regularities From Brief Auditory Experience. Cognition 87 (2):B69-B77.
Sharon Peperkamp, Rozenn Le Calvez, Jean-Pierre Nadal & Emmanuel Dupoux (2006). The Acquisition of Allophonic Rules: Statistical Learning with Linguistic Constraints. Cognition 101 (3):B31-B41.
Citations of this work BETA
Linda B. Smith, Sumarga H. Suanda & Chen Yu (2014). The Unrealized Promise of Infant Statistical Word–Referent Learning. Trends in Cognitive Sciences 18 (5):251-258.
Sung-Joo Lim & Lori L. Holt (2011). Learning Foreign Sounds in an Alien World: Videogame Training Improves Non-Native Speech Categorization. Cognitive Science 35 (7):1390-1405.
Katherine Yoshida, Mijke Rhemtulla & Athena Vouloumanos (2012). Exclusion Constraints Facilitate Statistical Word Learning. Cognitive Science 36 (5):933-947.
Similar books and articles
Sumarga H. Suanda & Laura L. Namy (2012). Detailed Behavioral Analysis as a Window Into Cross-Situational Word Learning. Cognitive Science 36 (3):545-559.
Heather Bortfeld (2004). Which Came First: Infants Learning Language or Motherese? Behavioral and Brain Sciences 27 (4):505-506.
Stephanie Denison & Fei Xu (2010). Integrating Physical Constraints in Statistical Inference by 11-Month-Old Infants. Cognitive Science 34 (5):885-908.
Robert Daland & Janet B. Pierrehumbert (2011). Learning Diphone-Based Segmentation. Cognitive Science 35 (1):119-155.
B. Elsner & G. Aschersleben (2003). Do I Get What You Get? Learning About the Effects of Self-Performed and Observed Actions in Infancy. Consciousness and Cognition 12 (4):732-751.
Keith S. Apfelbaum & Bob McMurray (2011). Using Variability to Guide Dimensional Weighting: Associative Mechanisms in Early Word Learning. Cognitive Science 35 (6):1105-1138.
Fei Xu & Joshua B. Tenenbaum (2001). Rational Statistical Inference: A Critical Component for Word Learning. Behavioral and Brain Sciences 24 (6):1123-1124.
Stanka A. Fitneva & Morten H. Christiansen (2011). Looking in the Wrong Direction Correlates With More Accurate Word Learning. Cognitive Science 35 (2):367-380.
Lakshmi J. Gogate (2001). Don't Preverbal Infants Map Words Onto Referents? Behavioral and Brain Sciences 24 (6):1106-1107.
Scott P. Johnson (2010). How Infants Learn About the Visual World. Cognitive Science 34 (7):1158-1184.
Added to index2010-08-16
Total downloads18 ( #193,990 of 1,789,938 )
Recent downloads (6 months)6 ( #140,142 of 1,789,938 )
How can I increase my downloads?