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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Corrigendum to “Three ideal observer models for rule learning in simple languages” [Cognition 120 (3) (2011) 360–371] Frank, Michael C.; Tenenbaum, Joshua B. In: Cognition. - Amsterdam [u.a] : Elsevier 132 (2014) 3, 501 OLC Linguistik Show details 2 Social and Discourse Contributions to the Determination of Reference in Cross-Situational Word Learning Frank, Michael C.; Tenenbaum, Joshua B.; Fernald, Anne In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 9 (2013) 1, 1-24 OLC Linguistik Show details 3 Social and Discourse Contributions to the Determination of Reference in Cross-Situational Word Learning Frank, Michael C.; Tenenbaum, Joshua B.; Fernald, Anne In: Stanford University web domain (2013) Abstract: How do children infer the meanings of their first words? Even in infant-directed speech, object nouns are often used in complex contexts with many possible referents and in sentences with many other words. Previous work has argued that children can learn word meanings via cross-situational observation of correlations between words and their referents. While cross-situational associations can sometimes be informative, social cues to what a speaker is talking about can provide a powerful shortcut to word meaning. The current study takes steps toward quantifying the informativeness of cues that signal speakers' chosen referent, including their eye-gaze, the position of their hands, and the referents of their previous utterances. We present results based on a hand-annotated corpus of 24 videos of child-caregiver play sessions with children from 6 to 18 months old, which we make available to researchers interested in similar issues. Our analyses suggest that although they can be more useful than cross-situational information in some contexts, social and discourse information must also be combined probabilistically to be effective in determining reference. ; National Science Foundation (U.S.) (NSF #DDRIG #0746251) ; United States. Department of Education (Jacob K. Javits Graduate Fellowship) URL: http://hdl.handle.net/1721.1/92874 BASE Hide details 4 Learning and Long-Term Retention of Large-Scale Artificial Languages Frank, Michael C.; Tenenbaum, Joshua B.; Gibson, Edward. - : Public Library of Science, 2013 BASE Show details 5 Learning and Long-Term Retention of Large-Scale Artificial Languages Frank, Michael C.; Tenenbaum, Joshua B.; Gibson, Edward A. In: PLoS (2012) BASE Show details 6 Modeling human performance in statistical word segmentation Frank, Michael C.; Goldwater, Sharon; Griffiths, Thomas L.... In: Cognition. - Amsterdam [u.a] : Elsevier 117 (2010) 2, 107-125 BLLDB Show details 7 Word segmentation as word learning : integrating meaning learning with distributional cues to segmentation Frank, Michael C.; Mansinghka, Vikash; Gibson, Edward... In: Proceedings of the 31st Annual Boston University Conference on Language Development (2007), p. 218-228 MPI für Psycholinguistik Show details

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