Stochastic dynamics of lexicon learning in an uncertain and nonuniform world

Evolution towards Linguistic Coherence in Naming Game With Migrating Agents

As an integral part of our culture and way of life, language is intricately related to the migrations of people. To understand whether and how migration shapes language formation processes, we examine the dynamics of the naming game with migrating agents. (i) When all agents may migrate, the dynamics generates effective surface tension that drives the coarsening. Such behaviour is very robust and appears for a wide range of densities of agents and their migration rates. (ii) However, when only multilingual agents are allowed to migrate, monolingual islands are typically formed. In such a case, when the migration rate is sufficiently large, the majority of agents acquire a common language that spontaneously emerges with no indication of surface-tension-driven coarsening. Relatively slow coarsening that takes place in a dense static population is very fragile, and an arbitrarily small migration rate can most likely divert the system towards the quick formation of monolingual islands. Our work shows that migration influences language formation processes, but additional details such as density or mobility of agents are needed to more precisely specify this influence.

Word learning mechanisms

How do children acquire the meanings of words? Many word learning mechanisms have been proposed to guide learners through this challenging task. Despite the availability of rich information in the learner's linguistic and extralinguistic input, the word-learning task is insurmountable without such mechanisms for filtering through and utilizing that information. Different kinds of words, such as nouns denoting object concepts and verbs denoting event concepts, require to some extent different kinds of information and, therefore, access to different kinds of mechanisms. We review some of these mechanisms to examine the relationship between the input that is available to learners and learners' intake of that input-that is, the organized, interpreted, and stored representations they form. We discuss how learners segment individual words from the speech stream and identify their grammatical categories, how they identify the concepts denoted by these words, and how they refine their initial representations of word meanings. WIREs Cogn Sci 2017, 8:e1435. doi: 10.1002/wcs.1435 This article is categorized under: Linguistics > Language Acquisition Psychology > Language.

Language competition in a population of migrating agents

Influencing various aspects of human activity, migration is associated also with language formation. To examine the mutual interaction of these processes, we study a Naming Game with migrating agents. The dynamics of the model leads to formation of low-mobility clusters, which turns out to break the symmetry of the model: although the Naming Game remains symmetric, low-mobility languages are favored. High-mobility languages are gradually eliminated from the system, and the dynamics of language formation considerably slows down. Our model is too simple to explain in detail language competition of migrating human communities, but it certainly shows that languages of settlers are favored over nomadic ones.

Real-world visual statistics and infants' first-learned object names

We offer a new solution to the unsolved problem of how infants break into word learning based on the visual statistics of everyday infant-perspective scenes. Images from head camera video captured by 8 1/2 to 10 1/2 month-old infants at 147 at-home mealtime events were analysed for the objects in view. The images were found to be highly cluttered with many different objects in view. However, the frequency distribution of object categories was extremely right skewed such that a very small set of objects was pervasively present-a fact that may substantially reduce the problem of referential ambiguity. The statistical structure of objects in these infant egocentric scenes differs markedly from that in the training sets used in computational models and in experiments on statistical word-referent learning. Therefore, the results also indicate a need to re-examine current explanations of how infants break into word learning.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'.

Competition between multiple words for a referent in cross-situational word learning

Three experiments investigated competition between word-object pairings in a cross-situational word-learning paradigm. Adults were presented with One-Word pairings, where a single word labeled a single object, and Two-Word pairings, where two words labeled a single object. In addition to measuring learning of these two pairing types, we measured competition between words that refer to the same object. When the word-object co-occurrences were presented intermixed in training (Experiment 1), we found evidence for direct competition between words that label the same referent. Separating the two words for an object in time eliminated any evidence for this competition (Experiment 2). Experiment 3 demonstrated that adding a linguistic cue to the second label for a referent led to different competition effects between adults who self-reported different language learning histories, suggesting both distinctiveness and language learning history affect competition. Finally, in all experiments, competition effects were unrelated to participants' explicit judgments of learning, suggesting that competition reflects the operating characteristics of implicit learning processes. Together, these results demonstrate that the role of competition between overlapping associations in statistical word-referent learning depends on time, the distinctiveness of word-object pairings, and language learning history.

A Bootstrapping Model of Frequency and Context Effects in Word Learning

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, people must approximately track which words and referents co-occur most frequently. This study investigates the effects of allowing some word-referent pairs to appear more frequently than others, as is true in real-world learning environments. Surprisingly, high-frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low-frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word-learning models do not account for the behavioral findings.

Word learning under infinite uncertainty

Language learners must learn the meanings of many thousands of words, despite those words occurring in complex environments in which infinitely many meanings might be inferred by the learner as a word's true meaning. This problem of infinite referential uncertainty is often attributed to Willard Van Orman Quine. We provide a mathematical formalisation of an ideal cross-situational learner attempting to learn under infinite referential uncertainty, and identify conditions under which word learning is possible. As Quine's intuitions suggest, learning under infinite uncertainty is in fact possible, provided that learners have some means of ranking candidate word meanings in terms of their plausibility; furthermore, our analysis shows that this ranking could in fact be exceedingly weak, implying that constraints which allow learners to infer the plausibility of candidate word meanings could themselves be weak. This approach lifts the burden of explanation from 'smart' word learning constraints in learners, and suggests a programme of research into weak, unreliable, probabilistic constraints on the inference of word meaning in real word learners.

An integrative account of constraints on cross-situational learning

Word-object co-occurrence statistics are a powerful information source for vocabulary learning, but there is considerable debate about how learners actually use them. While some theories hold that learners accumulate graded, statistical evidence about multiple referents for each word, others suggest that they track only a single candidate referent. In two large-scale experiments, we show that neither account is sufficient: Cross-situational learning involves elements of both. Further, the empirical data are captured by a computational model that formalizes how memory and attention interact with co-occurrence tracking. Together, the data and model unify opposing positions in a complex debate and underscore the value of understanding the interaction between computational and algorithmic levels of explanation.

Identifying missing dictionary entries with frequency-conserving context models

In an effort to better understand meaning from natural language texts, we explore methods aimed at organizing lexical objects into contexts. A number of these methods for organization fall into a family defined by word ordering. Unlike demographic or spatial partitions of data, these collocation models are of special importance for their universal applicability. While we are interested here in text and have framed our treatment appropriately, our work is potentially applicable to other areas of research (e.g., speech, genomics, and mobility patterns) where one has ordered categorical data (e.g., sounds, genes, and locations). Our approach focuses on the phrase (whether word or larger) as the primary meaning-bearing lexical unit and object of study. To do so, we employ our previously developed framework for generating word-conserving phrase-frequency data. Upon training our model with the Wiktionary, an extensive, online, collaborative, and open-source dictionary that contains over 100000 phrasal definitions, we develop highly effective filters for the identification of meaningful, missing phrase entries. With our predictions we then engage the editorial community of the Wiktionary and propose short lists of potential missing entries for definition, developing a breakthrough, lexical extraction technique and expanding our knowledge of the defined English lexicon of phrases.

Models of language evolution and change

In the absence of direct evidence of the emergence of language, the explicitness of formal models which allow the exploration of interactions between multiple complex adaptive systems has proven to be an important tool. Computational simulations have been at the heart of the field of evolutionary linguistics for the past two decades, particularly through the language game and iterated learning paradigms, but these are now being extended and complemented in a number of directions, through formal mathematical models, language-ready robotic agents, and experimental simulations in the laboratory. For further resources related to this article, please visit the WIREs website.

CONFLICT OF INTEREST

The author has declared no conflicts of interest for this article.

Reinforcement and inference in cross-situational word learning

Cross-situational word learning is based on the notion that a learner can determine the referent of a word by finding something in common across many observed uses of that word. Here we propose an adaptive learning algorithm that contains a parameter that controls the strength of the reinforcement applied to associations between concurrent words and referents, and a parameter that regulates inference, which includes built-in biases, such as mutual exclusivity, and information of past learning events. By adjusting these parameters so that the model predictions agree with data from representative experiments on cross-situational word learning, we were able to explain the learning strategies adopted by the participants of those experiments in terms of a trade-off between reinforcement and inference. These strategies can vary wildly depending on the conditions of the experiments. For instance, for fast mapping experiments (i.e., the correct referent could, in principle, be inferred in a single observation) inference is prevalent, whereas for segregated contextual diversity experiments (i.e., the referents are separated in groups and are exhibited with members of their groups only) reinforcement is predominant. Other experiments are explained with more balanced doses of reinforcement and inference.