Abstract
It is well-established that toddlers can correctly select a novel referent from an ambiguous array in response to a novel label. There is also a growing consensus that robust word learning requires repeated label-object encounters. However, the effect of the context in which a novel object is encountered is less well-understood. We present two embodied neural network replications of recent empirical tasks, which demonstrated that the context in which a target object is encountered is fundamental to referent selection and word learning. Our model offers an explicit account of the bottom-up associative and embodied mechanisms which could support children’s early word learning and emphasises the importance of viewing behaviour as the interaction of learning at multiple timescales.
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DOI 10.1075/is.17.1.05two
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Word and Object.Willard Van Orman Quine - 1960 - Les Etudes Philosophiques 17 (2):278-279.
A Dynamic Systems Approach to the Development of Cognition and Action.David Morris, E. Thelen & L. B. Smith - 1997 - International Studies in the Philosophy of Science 11 (2).

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Children's Referent Selection and Word Learning.Katherine E. Twomey, Anthony F. Morse, Angelo Cangelosi & Jessica S. Horst - 2016 - Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems 17 (1):101-127.

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