Computational and Robotic Models of Early Language Development: A Review

We review computational and robotics models of early language learning and development. We first explain why and how these models are used to understand better how children learn language. We argue that they provide concrete theories of language learning as a complex dynamic system, complementing traditional methods in psychology and linguistics. We review different modeling formalisms, grounded in techniques from machine learning and artificial intelligence such as Bayesian and neural network approaches. We then discuss their role in understanding several key mechanisms of language development: cross-situational statistical learning, embodiment, situated social interaction, intrinsically motivated learning, and cultural evolution. We conclude by discussing future challenges for research, including modeling of large-scale empirical data about language acquisition in real-world environments. Keywords: Early language learning, Computational and robotic models, machine learning, development, embodiment, social interaction, intrinsic motivation, self-organization, dynamical systems, complexity.Comment: to appear in International Handbook on Language Development, ed. J. Horst and J. von Koss Torkildsen, Routledg

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo

Children’s Multimodal Language Development

International audienceThrough constant exposure to adult input, in dialogue, children's language gradually develops into rich linguistic constructions that contain multiple cross-modal elements subtly used together for coherent communicative functions. In this chapter, we retrace children's pathways into multimodal language acquisition in a scaffolding interactional environment. We begin with the first multimodal buds children produce that contain both gestural and vocal elements and how adults' input, including reformulations and recasts, provide children with embedded model utterances they can internalize. We then show how these buds blossom into more complex constructions, focusing on the importance of creative non standard forms. Children's productions finally bloom into full multimodal intricate productions. In our last part, we focus on argument structure, Tense, Mood and Aspect and the complexification of co-verbal gestures as they are coordinated with speech

Nonparametric Bayesian Double Articulation Analyzer for Direct Language Acquisition from Continuous Speech Signals

Human infants can discover words directly from unsegmented speech signals without any explicitly labeled data. In this paper, we develop a novel machine learning method called nonparametric Bayesian double articulation analyzer (NPB-DAA) that can directly acquire language and acoustic models from observed continuous speech signals. For this purpose, we propose an integrative generative model that combines a language model and an acoustic model into a single generative model called the "hierarchical Dirichlet process hidden language model" (HDP-HLM). The HDP-HLM is obtained by extending the hierarchical Dirichlet process hidden semi-Markov model (HDP-HSMM) proposed by Johnson et al. An inference procedure for the HDP-HLM is derived using the blocked Gibbs sampler originally proposed for the HDP-HSMM. This procedure enables the simultaneous and direct inference of language and acoustic models from continuous speech signals. Based on the HDP-HLM and its inference procedure, we developed a novel double articulation analyzer. By assuming HDP-HLM as a generative model of observed time series data, and by inferring latent variables of the model, the method can analyze latent double articulation structure, i.e., hierarchically organized latent words and phonemes, of the data in an unsupervised manner. The novel unsupervised double articulation analyzer is called NPB-DAA. The NPB-DAA can automatically estimate double articulation structure embedded in speech signals. We also carried out two evaluation experiments using synthetic data and actual human continuous speech signals representing Japanese vowel sequences. In the word acquisition and phoneme categorization tasks, the NPB-DAA outperformed a conventional double articulation analyzer (DAA) and baseline automatic speech recognition system whose acoustic model was trained in a supervised manner.Comment: 15 pages, 7 figures, Draft submitted to IEEE Transactions on Autonomous Mental Development (TAMD

Introduction: The Fourth International Workshop on Epigenetic Robotics

As in the previous editions, this workshop is trying to be a forum for multi-disciplinary research ranging from developmental psychology to neural sciences (in its widest sense) and robotics including computational studies. This is a two-fold aim of, on the one hand, understanding the brain through engineering embodied systems and, on the other hand, building artificial epigenetic systems. Epigenetic contains in its meaning the idea that we are interested in studying development through interaction with the environment. This idea entails the embodiment of the system, the situatedness in the environment, and of course a prolonged period of postnatal development when this interaction can actually take place. This is still a relatively new endeavor although the seeds of the developmental robotics community were already in the air since the nineties (Berthouze and Kuniyoshi, 1998; Metta et al., 1999; Brooks et al., 1999; Breazeal, 2000; Kozima and Zlatev, 2000). A few had the intuition – see Lungarella et al. (2003) for a comprehensive review – that, intelligence could not be possibly engineered simply by copying systems that are “ready made” but rather that the development of the system fills a major role. This integration of disciplines raises the important issue of learning on the multiple scales of developmental time, that is, how to build systems that eventually can learn in any environment rather than program them for a specific environment. On the other hand, the hope is that robotics might become a new tool for brain science similarly to what simulation and modeling have become for the study of the motor system. Our community is still pretty much evolving and “under construction” and for this reason, we tried to encourage submissions from the psychology community. Additionally, we invited four neuroscientists and no roboticists for the keynote lectures. We received a record number of submissions (more than 50), and given the overall size and duration of the workshop together with our desire to maintain a single-track format, we had to be more selective than ever in the review process (a 20% acceptance rate on full papers). This is, if not an index of quality, at least an index of the interest that gravitates around this still new discipline

Investigating literacy practices within the secondary English classroom, or where is the text in this class?

The Vygotskian concept of the zone of proximal development has been interpreted in such a way as to provide theoretical support for particular, government-sponsored, models of both pedagogy and literacy. This article proposes a radically different interpretation of the ZPD, informed by Bakhtinian understandings of heteroglossia. This alternative model is then used to describe and interpret the pedagogic and literacy practices that are observed in a secondary English lesson, in which students deploy a wide range of cultural and multimodal resources to make sense of a complex text

Combining Language and Vision with a Multimodal Skip-gram Model

We extend the SKIP-GRAM model of Mikolov et al. (2013a) by taking visual information into account. Like SKIP-GRAM, our multimodal models (MMSKIP-GRAM) build vector-based word representations by learning to predict linguistic contexts in text corpora. However, for a restricted set of words, the models are also exposed to visual representations of the objects they denote (extracted from natural images), and must predict linguistic and visual features jointly. The MMSKIP-GRAM models achieve good performance on a variety of semantic benchmarks. Moreover, since they propagate visual information to all words, we use them to improve image labeling and retrieval in the zero-shot setup, where the test concepts are never seen during model training. Finally, the MMSKIP-GRAM models discover intriguing visual properties of abstract words, paving the way to realistic implementations of embodied theories of meaning.Comment: accepted at NAACL 2015, camera ready version, 11 page

Targeting the expressive language of children with Down syndrome who are minimally verbal : bridging research and practice

textChildren with Down syndrome present with an array of physical and cognitive sequelae that can hinder speech and language development. These individuals can constitute a considerable portion of a speech-language pathologist’s caseload. Based on the principles of best evidence, clinicians are ethically responsible for providing the most effective treatment for their clients. The available literature focuses mainly on describing the linguistic characteristics in this population, while relatively less focus is placed on effective intervention programs. This paper investigates the available evidence regarding speech and language interventions for children with Down syndrome who are in the mild to moderate range of linguistic functioning, and provides an outlook for future research based on best evidence.Communication Sciences and Disorder