David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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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|
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Citations of this work BETA
Aaron D. Mitchel, Morten H. Christiansen & Daniel J. Weiss (2014). Multimodal Integration in Statistical Learning: Evidence From the McGurk Illusion. Frontiers in Psychology 5.
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.
Chi-Hsin Chen, Lisa Gershkoff-Stowe, Chih-Yi Wu, Hintat Cheung & Chen Yu (2016). Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers. Cognitive Science 40 (7).
Katherine Yoshida, Mijke Rhemtulla & Athena Vouloumanos (2012). Exclusion Constraints Facilitate Statistical Word Learning. Cognitive Science 36 (5):933-947.
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