Examining the role of social cues in early word learning

Infants watched a video of an adult pointing towards two different objects while hearing novel labels. Analyses indicated that 14- and 18-month-olds looked longer at the target object, but only 18-month-olds showed word learning. The results suggest that different types of social cues are available at different ages.     

The use of social and salience cues in early word learning

This article explores young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference. Four experiments investigated whether, given two potential referents, 15-month-olds would attach novel labels to (a) an image toward which a digital recording of a face turned and gazed, (b) a moving image versus a stationary image, (c) a moving image toward which the face gazed, and (d) a gazed-on image versus a moving image. Infants successfully used the recorded gaze cue to form new word-referent associations and also showed learning in the salience condition. However, their behavior in the salience condition and in the experiments that followed suggests that, rather than basing their judgments of the words' reference on the mere presence or absence of the referent's motion, infants were strongly biased to attend to the consistency with which potential referents moved when a word was heard.     

Developmental differences in children's context-dependent word learning

In this study, 2.5-, 3-, and 4-year-olds (N = 108) participated in a novel noun generalization task in which background context was manipulated. During the learning phase of each trial, children were presented with exemplars in one or multiple background contexts. At the test, children were asked to generalize to a novel exemplar in either the same or a different context. The 2.5-year-olds’ performance was supported by matching contexts; otherwise, children in this age group demonstrated context dependent generalization. The 3-year-olds’ performance was also supported by matching contexts; however, children in this age group were aided by training in multiple contexts as well. Finally, the 4-year-olds demonstrated high performance in all conditions. The results are discussed in terms of the relationship between word learning and memory processes; both general memory development and memory developments specific to word learning (e.g., retention of linguistic labels) are likely to support word learning and generalization.     

Not all is forgotten: Children's associative matrices for features of a word learning episode

Word learning studies traditionally examine the narrow link between words and objects, indifferent to the rich contextual information surrounding objects. This research examined whether children attend to this contextual information and construct an associative matrix of the words, objects, people, and environmental context during word learning. In Experiment 1, preschool-aged children (age: 3;2–5;11 years) were presented with novel words and objects in an animated storybook. Results revealed that children constructed associations beyond words and objects. Specifically, children attended to and had the strongest associations for features of the environmental context but failed to learn word-object associations. Experiment 2 demonstrated that children (age: 3;0–5;8 years) leveraged strong associations for the person and environmental context to support word-object mapping. This work demonstrates that children are especially sensitive to the word learning context and use associative matrices to support word mapping. Indeed, this research suggests associative matrices of the environment may be foundational for children's vocabulary development.     

Lexical competition in young children's word learning

In two experiments, 1.5-year-olds were taught novel words whose sound patterns were phonologically similar to familiar words (novel neighbors) or were not (novel nonneighbors). Learning was tested using a picture-fixation task. In both experiments, children learned the novel nonneighbors but not the novel neighbors. In addition, exposure to the novel neighbors impaired recognition performance on familiar neighbors. Finally, children did not spontaneously use phonological differences to infer that a novel word referred to a novel object. Thus, lexical competition--inhibitory interaction among words in speech comprehension--can prevent children from using their full phonological sensitivity in judging words as novel. These results suggest that word learning in young children, as in adults, relies not only on the discrimination and identification of phonetic categories, but also on evaluating the likelihood that an utterance conveys a new word.     

The influence of social and symbolic cues on observers' gaze behaviour

Research has shown that social and symbolic cues presented in isolation and at fixation have strong effects on observers, but it is unclear how cues compare when they are presented away from fixation and embedded in natural scenes. We here compare the effects of two types of social cue (gaze and pointing gestures) and one type of symbolic cue (arrow signs) on eye movements of observers under two viewing conditions (free viewing vs. a memory task). The results suggest that social cues are looked at more quickly, for longer and more frequently than the symbolic arrow cues. An analysis of saccades initiated from the cue suggests that the pointing cue leads to stronger cueing than the gaze and the arrow cue. While the task had only a weak influence on gaze orienting to the cues, stronger cue following was found for free viewing compared to the memory task.     

Prosodic modulations in child-directed language and their impact on word learning

Child-directed language can support language learning, but how? We addressed two questions: (1) how caregivers prosodically modulated their speech as a function of word familiarity (known or unknown to the child) and accessibility of referent (visually present or absent from the immediate environment); (2) whether such modulations affect children's unknown word learning and vocabulary development. We used data from 38 English-speaking caregivers (from the ECOLANG corpus) talking about toys (both known and unknown to their children aged 3–4 years) both when the toys are present and when absent. We analyzed prosodic dimensions (i.e., speaking rate, pitch and intensity) of caregivers’ productions of 6529 toy labels. We found that unknown labels were spoken with significantly slower speaking rate, wider pitch and intensity range than known labels, especially in the first mentions, suggesting that caregivers adjust their prosody based on children's lexical knowledge. Moreover, caregivers used slower speaking rate and larger intensity range to mark the first mentions of toys that were physically absent. After the first mentions, they talked about the referents louder with higher mean pitch when toys were present than when toys were absent. Crucially, caregivers’ mean pitch of unknown words and the degree of mean pitch modulation for unknown words relative to known words (pitch ratio) predicted children's immediate word learning and vocabulary size 1 year later. In conclusion, caregivers modify their prosody when the learning situation is more demanding for children, and these helpful modulations assist children in word learning.

Research Highlights

• In naturalistic interactions, caregivers use slower speaking rate, wider pitch and intensity range when introducing new labels to 3–4-year-old children, especially in first mentions.
• Compared to when toys are present, caregivers speak more slowly with larger intensity range to mark the first mentions of toys that are physically absent.
• Mean pitch to mark word familiarity predicts children's immediate word learning and future vocabulary size.

     

Social cues modulate the representations underlying cross-situational learning

Because children hear language in environments that contain many things to talk about, learning the meaning of even the simplest word requires making inferences under uncertainty. A cross-situational statistical learner can aggregate across naming events to form stable word-referent mappings, but this approach neglects an important source of information that can reduce referential uncertainty: social cues from speakers (e.g., eye gaze). In four large-scale experiments with adults, we tested the effects of varying referential uncertainty in cross-situational word learning using social cues. Social cues shifted learners away from tracking multiple hypotheses and towards storing only a single hypothesis (Experiments 1 and 2). In addition, learners were sensitive to graded changes in the strength of a social cue, and when it became less reliable, they were more likely to store multiple hypotheses (Experiment 3). Finally, learners stored fewer word-referent mappings in the presence of a social cue even when given the opportunity to visually inspect the objects for the same amount of time (Experiment 4). Taken together, our data suggest that the representations underlying cross-situational word learning of concrete object labels are quite flexible: In conditions of greater uncertainty, learners store a broader range of information.     

“凭感觉”的热情与能力：社会认知内容的生理线索

热情与能力是解析社会认知的普适性框架,同现实情境中诸多要素存在着关联。与众多明显带有社会属性的要素相比,源自面孔或者颜色的视觉、声音的听觉、身体姿态的动觉、温度变化的肤觉等生理线索,也可以跟热情与能力的社会知觉产生关联,这个过程可能基于生理–社会的知觉联结假设或者知觉启动假设而发生。以生理–社会的知觉关系为切入点,热情与能力更能发挥解析具体情境的灵活性。侧重典型生理线索的挖掘、建立生理线索同热情与能力的组态关系,以及这种关系对社会性偏向的影响,将有助于推进热情与能力融入更为广泛的社会应用之中。     

The influence of adults' actions on children's inferences about word meanings

This article first establishes the effect of adults' actions on children's inferences about the shape and material of solid objects, based on data from Japanese 2-, 4-, and 6-year-olds. Japanese 2-year-olds are already sensitive to adults' actions in making inferences, and children become more adept at this as they become older. The invariance of the phenomenon of the effect of actions is then discussed in terms of three of its aspects: across age groups, across languages (the universality of the effect), and across tasks in lexical development. It is suggested that while specific linguistic characteristics (e.g., the means of individuation of entities), and complexity of object shape probably influence the effect of actions, action effects may have a potentially invariant/universal aspect.     

Offline consolidation supersedes prior knowledge benefits in children's (but not adults’) word learning

Prior linguistic knowledge is proposed to support the acquisition and consolidation of new words. Adults typically have larger vocabularies to support word learning than children, but the developing brain shows enhanced neural processes that are associated with offline memory consolidation. This study investigated contributions of prior knowledge to initial word acquisition and consolidation at different points in development, by teaching children and adults novel words (e.g., ballow) that varied in the number of English word‐form “neighbours” (e.g., wallow, bellow). Memory for the novel word‐forms was tested immediately after training, the next day and 1 week later, to assess the time‐course of prior knowledge contributions. Children aged 7–9 years (Experiments 1, 3) and adults (Experiment 2) recalled words with neighbours better than words without neighbours when tested immediately after training. However, a period of offline consolidation improved overall recall and reduced the influence of word‐form neighbours on longer term memory. These offline consolidation benefits were larger in children than adults, supporting theories that children have a greater propensity for consolidating phonologically distinctive language information. Local knowledge of just a single word‐form neighbour was enough to enhance learning, and this led to the individual differences in word recall that were related to adults’ global vocabulary ability. The results support the proposal that the relative contributions of different learning mechanisms change across the lifespan, and highlight the importance of testing theoretical models of word learning in the context of development.     

A descriptive analysis of early word combinations in deaf children's signed utterances

The use of pointing and its place in word combinations and the organization of sentences were examined in children acquiring Japanese Sign Language as a first language. Subjects were three deaf children of signing deaf parents, and were aged from 1 year 9 months to 3 years 1 month at the time of observation. They were observed and videotaped periodically in free play settings. Pointing gestures were observed frequently in the earlier utterances in the development of sign language. It was also found that some pointing was referentially redundant and had a fixed position at the end of a sentence. This suggests that pointing, as well as being used referentially, plays a grammatical role in organizing the sentence.     

Contribution of facial and vocal cues in the still-face response of 4-month-old infants

The contribution of contingent facial and vocal information in the still-face effect was investigated. Four-month-old infants either saw and heard their mother, only saw their mother, or only heard their mother interacting with them. These interaction periods were followed by the cessation of the mother's interactive face and/or voice. Only infants who observed their mother's face become still and neutral, showed a still-face effect by decreasing their visual attention and positive affect. The findings provide further support that the mother's interactive voice does not contribute to the still-face effect. The developing sensitivity to vocal information in dyadic and triadic contexts is discussed.     

The role of the natural history museum in promoting word learning for young children

Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development.     

The Hebb repetition effect as a laboratory analogue of novel word learning

The present study tests the hypothesis that a common ordering mechanism underlies both short-term serial recall of verbal materials and the acquisition of novel long-term lexical representations, using the Hebb repetition effect. In the first experiment, participants recalled visually presented nonsense syllables following a typical Hebb effect learning protocol. Replicating the Hebb repetition effect, we observed improved recall for repeated sequences of syllables. In the second experiment, the same participants performed an auditory lexical decision task, which included nonwords that were constructed from the syllables used in the first experiment. We observed inhibited rejection of nonwords that were composed of the repeated Hebb sequences, compared to nonwords that were built from nonrepeated filler sequences. This suggests that a long-term phonological lexical representation developed during Hebb learning. Accordingly, the relation between immediate serial recall and word learning is made explicit by arguing that the Hebb repetition effect is a laboratory analogue of naturalistic vocabulary acquisition.     

The developing role of prosody in novel word interpretation

This study examined whether children use prosodic correlates to word meaning when interpreting novel words. For example, do children infer that a word spoken in a deep, slow, loud voice refers to something larger than a word spoken in a high, fast, quiet voice? Participants were 4- and 5-year-olds who viewed picture pairs that varied along a single dimension (e.g., big vs. small flower) and heard a recorded voice asking them, for example, “Can you get the blicket one?” spoken with either meaningful or neutral prosody. The 4-year-olds failed to map prosodic cues to their corresponding meaning, whereas the 5-year-olds succeeded (Experiment 1). However, 4-year-olds successfully mapped prosodic cues to word meaning following a training phase that reinforced children’s attention to prosodic information (Experiment 2). These studies constitute the first empirical demonstration that young children are able to use prosody-to-meaning correlates as a cue to novel word interpretation.     

Effects of minimal social cues on trust in the investment game

In anonymous game tasks, individuals’ prosocial behaviour was shown to increase when those individuals were provided with social cues from a third party or bystander. It has been suggested that those social cues can be presented using a configuration suggestive of a face with ‘watching eyes’. This led us to question whether it was possible to provide the watching‐eyes configuration with even weaker facial information, such as a simple dot pattern. By using a minimal social cue paradigm, such as the one described above, the present research found that individuals’ trust toward the trustee increased when they detected the watching‐eyes dot pattern as a source of social cues in two settings: a hypothetical investment game for both college students (Study 1) and customs officers (Study 2); and an actual investment game for college students (Study 3).     

Wittgenstein and contemporary theories of word learning

Wittgenstein's positions on word learning, rules of use, and the impossibility of a private language, as expounded in his Philosophical Investigations, are examined in relation to issues of early child word learning. Current theoretical positions in the cognitivist mode are contrasted with the social cultural pragmatic approach, and each is compared to the principles that Wittgenstein advanced. Bloom's [(2000). How children learn the meanings of words. Cambridge, MA: MIT Press] version of the cognitivist theory rejects most of the principles that Wittgenstein advanced, relying on innate cognitive endowments to explain children's success in word learning, using the word-referent mapping paradigm. Nelson's “use without meaning” and Tomasello's [(2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press] social-pragmatic model of learning from use are presented as representative of Wittgensteinian principles that meaning exists in and is inferred from the uses of words within communal activities (“language games” in “forms of life”).     

A probabilistic computational model of cross-situational word learning

Words are the essence of communication: They are the building blocks of any language. Learning the meaning of words is thus one of the most important aspects of language acquisition: Children must first learn words before they can combine them into complex utterances. Many theories have been developed to explain the impressive efficiency of young children in acquiring the vocabulary of their language, as well as the developmental patterns observed in the course of lexical acquisition. A major source of disagreement among the different theories is whether children are equipped with special mechanisms and biases for word learning, or their general cognitive abilities are adequate for the task. We present a novel computational model of early word learning to shed light on the mechanisms that might be at work in this process. The model learns word meanings as probabilistic associations between words and semantic elements, using an incremental and probabilistic learning mechanism, and drawing only on general cognitive abilities. The results presented here demonstrate that much about word meanings can be learned from naturally occurring child-directed utterances (paired with meaning representations), without using any special biases or constraints, and without any explicit developmental changes in the underlying learning mechanism. Furthermore, our model provides explanations for the occasionally contradictory child experimental data, and offers predictions for the behavior of young word learners in novel situations.