Literaturnachweis - Detailanzeige
| Autor/inn/en | Unger, Layla; Yim, Hyungwook; Savic, Olivera; Dennis, Simon; Sloutsky, Vladimir M. |
|---|---|
| Titel | No Frills: Simple Regularities in Language Can Go a Long Way in the Development of Word Knowledge |
| Quelle | In: Developmental Science, 26 (2023) 4, (13 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Unger, Layla) ORCID (Savic, Olivera) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-755X |
| DOI | 10.1111/desc.13373 |
| Schlagwörter | Natural Language Processing; Language Usage; Vocabulary Development; Linguistic Input; Learning Processes; Language Fluency; Models; Child Development; Language Acquisition; Semantics |
| Abstract | Recent years have seen a flourishing of Natural Language Processing models that can mimic many aspects of human language fluency. These models harness a simple, decades-old idea: It is possible to learn a lot about word meanings just from exposure to language, because words similar in meaning are used in language in similar ways. The successes of these models raise the intriguing possibility that exposure to word use in language also shapes the word knowledge that children amass during development. However, this possibility is strongly challenged by the fact that models use language input and learning mechanisms that may be unavailable to children. Across three studies, we found that unrealistically complex input and learning mechanisms are unnecessary. Instead, simple regularities of word use in children's language input that they have the capacity to learn can foster knowledge about word meanings. Thus, exposure to language may play a simple but powerful role in children's growing word knowledge. A video abstract of this article can be viewed at https://youtu.be/dT83dmMffnM. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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