A5052387922- Child and Animal Learning Development
- Language Development and Disorders
- Speech and dialogue systems
- Reading and Literacy Development
- Language and cultural evolution
- Action Observation and Synchronization
- Early Childhood Education and Development
- Neural and Behavioral Psychology Studies
- Natural Language Processing Techniques
- Neurobiology of Language and Bilingualism
- Motor Control and Adaptation
- Categorization, perception, and language
- Child Development and Digital Technology
- Topic Modeling
- Face Recognition and Perception
- Memory Processes and Influences
- Domain Adaptation and Few-Shot Learning
- Cognitive Science and Education Research
- Educational Strategies and Epistemologies
- Machine Learning and Algorithms
- Intelligent Tutoring Systems and Adaptive Learning
- Advanced Text Analysis Techniques
- Social Robot Interaction and HRI
- EEG and Brain-Computer Interfaces
- Color perception and design
Stanford University
2018-2024
Google (United States)
2022
Radboud University Nijmegen
2017-2018
New York University
2016-2018
Leiden University
2014
Indiana University
2012-2013
Institute for Cognitive Science Studies
2012
Indiana University Bloomington
2007-2012
Carleton College
2007
Much of our basic understanding cognitive and social processes in infancy relies on measures looking time, specifically infants’ visual preference for a novel or familiar stimulus. However, despite being the foundation many behavioral tasks infant research, determinants preferences are poorly understood, differences expression can be difficult to interpret. In this large-scale study, we test predictions from Hunter Ames model infants' preferences. We investigate effects three factors...
Abstract Prior research has shown that people can learn many nouns (i.e., word–object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross‐situational learning, must approximately track which referents co‐occur most frequently. This study investigates the effects allowing some word‐referent pairs to appear more frequently than others, as is true in real‐world learning environments. Surprisingly, high‐frequency are not always...
A standard model is a theoretical framework that synthesizes observables into quantitative consensus. Have researchers made progress toward this kind of synthesis for children’s early language learning? Many computational models vocabulary learning assume individual words are learned through an accumulation environmental input. This assumption also implicit in empirical work emphasizes links between input and outcomes. However, have typically focused on average performance, whereas has...
Abstract Previous research shows that people can use the co‐occurrence of words and objects in ambiguous situations (i.e., containing multiple objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners world are not completely but affect how their environment is structured by moving heads, eyes, even objects. These actions indicate attention language teacher, who may then be more likely name attended Using novel active learning paradigm...
For decades, implicit learning researchers have examined a variety of cognitive tasks in which people seem to automatically extract structure from the environment. Similarly, recent statistical studies shown that can learn word-object mappings repeated co-occurrence words and objects individually ambiguous situations. In light this, goal present paper is investigate whether adult cross-situational learners require an explicit effort mappings, or if it may take place incidentally, only...
Action selection, planning and execution are continuous processes that evolve over time, responding to perceptual feedback as well evolving top-down constraints. Existing models of routine sequential action (e.g. coffee- or pancake-making) generally fall into one two classes: hierarchical include hand-built task representations, heterarchical must learn represent hierarchy via temporal context, but thus far lack goal-orientedness. We present a biologically motivated model the latter class...
Measuring the growth of young children's vocabulary is important for researchers seeking to understand language learning as well clinicians aiming identify early deficits. The MacArthur-Bates Communicative Development Inventories (CDIs) are parent report instruments that offer a reliable and valid method measuring productive receptive across number languages. CDI forms typically include hundreds words, however, so burden completion significant. We address this limitation by building on...
Research has shown that people can learn many nouns (i.e., word-referent mappings) from a short series of ambiguous situations containing multiple pairs. Associative models assume accomplish such cross-situational learning by approximately tracking which words and referents co-occur. However, some researchers posit learners hypothesize only single referent for each word, retain test this hypothesis unless it is disconfirmed. To compare these two views, we fit to individual trajectories in...
The faces and hands of caregivers other social partners offer a rich source causal information that is likely critical for infants' cognitive linguistic development. Previous work using manual annotation strategies cross-sectional data has found systematic changes in the proportion egocentric perspective young infants. Here, we validated use modern convolutional neural network (OpenPose) detection naturalistic videos. We then applied this model to longitudinal collection more than 1,700...
Abstract The valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories measure vocabularies U.S. DLLs. inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended based CDI long language‐variety options. Item‐Response Theory analyses applied Wordbank Web‐CDI data ( n = 2603,...
Being able to learn word meanings across multiple scenes consisting of words and referents (i.e., cross-situationally) is thought be important for language acquisition. The ability has been studied in infants, children, adults, yet there much debate about the basic storage retrieval mechanisms that operate during cross-situational learning. It difficult uncover learning mechanics part because standard experimental paradigm, which presents a few objects on each series training trials,...
The ability to rapidly recognize words and link them referents in context is central children's early language development. This ability, often called word recognition the developmental literature, typically studied looking-while-listening paradigm, which measures infants' fixation on a target object (vs. distractor) after hearing label. We present large-scale, open database of infant toddler eye-tracking data from tasks. goal this effort address theoretical methodological challenges...