tailieunhanh - Báo cáo khoa học: Exploiting Social Information in Grounded Language Learning via Grammatical Reductions""

This paper uses an unsupervised model of grounded language acquisition to study the role that social cues play in language acquisition. The input to the model consists of (orthographically transcribed) child-directed utterances accompanied by the set of objects present in the non-linguistic context. Each object is annotated by social cues, indicating ., whether the caregiver is looking at or touching the object. | Exploiting Social Information in Grounded Language Learning via Grammatical Reductions Mark Johnson Department of Computing Macquarie University Sydney Australia Katherine Demuth Department of Linguistics Macquarie University Sydney Australia Michael Frank Department of Psychology Stanford University Stanford California mcfrank@ Abstract This paper uses an unsupervised model of grounded language acquisition to study the role that social cues play in language acquisition. The input to the model consists of orthographically transcribed child-directed utterances accompanied by the set of objects present in the non-linguistic context. Each object is annotated by social cues indicating . whether the caregiver is looking at or touching the object. We show how to model the task of inferring which objects are being talked about and which words refer to which objects as standard grammatical inference and describe PCFG-based unigram models and adaptor grammar-based collocation models for the task. Exploiting social cues improves the performance of all models. Our models learn the relative importance of each social cue jointly with word-object mappings and collocation structure consistent with the idea that children could discover the importance of particular social information sources during word learning. 1 Introduction From learning sounds to learning the meanings of words social interactions are extremely important for children s early language acquisition Baldwin 1993 Kuhl et al. 2003 . For example children who engage in more joint attention . looking at particular objects together with caregivers tend to learn words faster Carpenter et al. 1998 . Yet computational or formal models of social interaction are rare and those that exist have rarely gone beyond the stage of cue-weighting models. In order to study the role that social cues play in language acquisition this paper presents a structured .