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Social Inference May Guide Early Lexical Learning
We incorporate social reasoning about groups of informants into a model of word learning, and show that the model accounts for infant looking behavior in tasks of both word learning and recognition. Simulation 1 models an experiment where 16-month-old infants saw familiar objects labeled either corr...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8175981/ https://www.ncbi.nlm.nih.gov/pubmed/34093326 http://dx.doi.org/10.3389/fpsyg.2021.645247 |
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author | Tripp, Alayo Feldman, Naomi H. Idsardi, William J. |
author_facet | Tripp, Alayo Feldman, Naomi H. Idsardi, William J. |
author_sort | Tripp, Alayo |
collection | PubMed |
description | We incorporate social reasoning about groups of informants into a model of word learning, and show that the model accounts for infant looking behavior in tasks of both word learning and recognition. Simulation 1 models an experiment where 16-month-old infants saw familiar objects labeled either correctly or incorrectly, by either adults or audio talkers. Simulation 2 reinterprets puzzling data from the Switch task, an audiovisual habituation procedure wherein infants are tested on familiarized associations between novel objects and labels. Eight-month-olds outperform 14-month-olds on the Switch task when required to distinguish labels that are minimal pairs (e.g., “buk” and “puk”), but 14-month-olds' performance is improved by habituation stimuli featuring multiple talkers. Our modeling results support the hypothesis that beliefs about knowledgeability and group membership guide infant looking behavior in both tasks. These results show that social and linguistic development interact in non-trivial ways, and that social categorization findings in developmental psychology could have substantial implications for understanding linguistic development in realistic settings where talkers vary according to observable features correlated with social groupings, including linguistic, ethnic, and gendered groups. |
format | Online Article Text |
id | pubmed-8175981 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-81759812021-06-05 Social Inference May Guide Early Lexical Learning Tripp, Alayo Feldman, Naomi H. Idsardi, William J. Front Psychol Psychology We incorporate social reasoning about groups of informants into a model of word learning, and show that the model accounts for infant looking behavior in tasks of both word learning and recognition. Simulation 1 models an experiment where 16-month-old infants saw familiar objects labeled either correctly or incorrectly, by either adults or audio talkers. Simulation 2 reinterprets puzzling data from the Switch task, an audiovisual habituation procedure wherein infants are tested on familiarized associations between novel objects and labels. Eight-month-olds outperform 14-month-olds on the Switch task when required to distinguish labels that are minimal pairs (e.g., “buk” and “puk”), but 14-month-olds' performance is improved by habituation stimuli featuring multiple talkers. Our modeling results support the hypothesis that beliefs about knowledgeability and group membership guide infant looking behavior in both tasks. These results show that social and linguistic development interact in non-trivial ways, and that social categorization findings in developmental psychology could have substantial implications for understanding linguistic development in realistic settings where talkers vary according to observable features correlated with social groupings, including linguistic, ethnic, and gendered groups. Frontiers Media S.A. 2021-05-21 /pmc/articles/PMC8175981/ /pubmed/34093326 http://dx.doi.org/10.3389/fpsyg.2021.645247 Text en Copyright © 2021 Tripp, Feldman and Idsardi. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Tripp, Alayo Feldman, Naomi H. Idsardi, William J. Social Inference May Guide Early Lexical Learning |
title | Social Inference May Guide Early Lexical Learning |
title_full | Social Inference May Guide Early Lexical Learning |
title_fullStr | Social Inference May Guide Early Lexical Learning |
title_full_unstemmed | Social Inference May Guide Early Lexical Learning |
title_short | Social Inference May Guide Early Lexical Learning |
title_sort | social inference may guide early lexical learning |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8175981/ https://www.ncbi.nlm.nih.gov/pubmed/34093326 http://dx.doi.org/10.3389/fpsyg.2021.645247 |
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