3 research outputs found
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A neurocomputational model of the effect of learned labels on infantsβ object representations
The effect of labels on nonlinguistic representations is the focusof substantial debate in the developmental literature. A recentempirical study (Twomey & Westermann, 2016) suggested thatlabels are incorporated into object representations, such thatinfants respond differently to objects for which they know alabel relative to unlabeled objects. However, these empiricaldata cannot differentiate between two recent theories ofintegrated label-object representations, one of which assumeslabels are features of object representations, and one whichassumes labels are represented separately, but become closelyassociated with learning. We address this issue using aneurocomputational (auto-encoder) model to instantiate boththeoretical approaches. Simulation data support an account inwhich labels are features of objects, with the samerepresentational status as the objectsβ visual and hapticcharacteristics
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A learned label modulates object representations in 10-month-old infants
Despite substantial evidence for a bidirectional relationship between language and representation, the roots of this relationship in infancy are not known. The current study explores the possibility that labels may affect object representations at the earliest stages of language acquisition. We asked parents to play with their 10-month-old infants with two novel toys for three minutes, every day for a week, teaching infants a novel word for one toy but not the other. After a week infants participated in a familiarization task in which they saw each object for 8 trials in silence, followed by a test trial consisting of both objects accompanied by the trained word. Infants exhibited a faster decline in looking times to the previously unlabeled object. These data speak to the current debate over the status of labels in human cognition, supporting accounts in which labels are an integral part of representation
Π£Π»ΠΎΠ³Π° ΡΠ²ΠΎΡΡΡΠ°Π²Π° ΠΈ ΠΏΠ°ΠΌΡΠ΅ΡΠ° ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π½Π° ΡΠΎΡΠΌΠΈΡΠ°ΡΠ΅ ΠΏΠΎΡΠΌΠΎΠ²Π°: Π±ΠΈΡ Π΅ΡΠ²ΠΈΠΎΡΠ°Π»Π½ΠΈ, Π½Π΅ΡΡΠ°Π»Π½ΠΈ ΠΈ ΠΏΡΠΈΡΡΡΠΏ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠ³ ΠΌΠΎΠ΄Π΅Π»ΠΎΠ²Π°ΡΠ°
The basic aim of this dissertation was to demonstrate the way in which different label features influence concept formation, specifically their learning and generalization. These labels could be verbal or non-verbal, presented auditory or visually. In the experiments, participants learned novel categories (aliens) labelled with novel labels (pseudo-words or novel non-verbal emblems and sounds). During experiments, ERPs were recorded.
In Chapter I, the effects of verbal auditory labels on concept formation were examined, specifically, the way in which the level of phonological difference between labels influence the learning of novel categories. Results showed that learning of categories labelled with phonologically more different labels was significantly faster and generalized better compared to categories labelled with phonologically more similar labels. Furthermore, this property is independent from the effects of sound symbolism.
In Chapter II, the effects of differences of non-verbal labels (visual or auditory) on category learning was examined. Results showed that there were no differences of influence of non-verbal labels on category learning, no matter if they were more different or not.
In Chapter III, relations between the effects of verbal and non-verbal labels on category learning were examined. Results showed that auditory verbal labels which were phonologically more different led to faster learning and generalization of novel categories, which was not the case with other types of labels.
In Chapter IV, the effects of explicit instruction given to the participants in the experiments to pay special attention to the labels during categorisation and to learn them were examined. Results showed that participants learned faster and generalized better once the instruction was given, while the absence of instruction led to the diminishing of label effects on category learning.
Finally, in Chapter V, a neural network was constructed, the task of which was to simulate the effects of phonological differences of labels on category learning. The model successfully simulated these differences, since it learned categories labelled with phonologically more different labels faster compared to the less different ones. From the results obtained in this dissertation we can conclude that the effects of label features on category learning is significant, which is specially the case with auditory verbal labels and their phonological difference. As a result of these findings, category learning based on the difference level hypothesis was designed. This hypothesis explains category learning as probability, which is based on the compound difference between visual properties of the categories and the difference of their labels. These results lead to the more fundamental conclusion that relations between language and thought are mutually influential and that these entities are not completely independentΠΡΠ½ΠΎΠ²Π½ΠΈ ΡΠΈΡ ΠΎΠ²Π΅ Π΄ΠΈΡΠ΅ΡΡΠ°ΡΠΈΡΠ΅ ΡΠ΅ Π±ΠΈΠΎ Π΄Π° ΠΏΠΎΠΊΠ°ΠΆΠ΅ ΠΊΠ°ΠΊΠΎ ΡΠ°Π·Π»ΠΈΡΠΈΡΠ΅ ΠΊΠ°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ΅ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° ΡΡΠΈΡΡ Π½Π° ΡΠΎΡΠΌΠΈΡΠ°ΡΠ΅ ΠΏΠΎΡΠΌΠΎΠ²Π°, ΡΡ. Π½Π° ΡΠΈΡ
ΠΎΠ²ΠΎ ΡΡΠ΅ΡΠ΅ ΠΈ Π³Π΅Π½Π΅ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡΡ. Π’ΠΈ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠΈ ΠΌΠΎΠ³Ρ Π±ΠΈΡΠΈ Π²Π΅ΡΠ±Π°Π»Π½ΠΈ ΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»Π½ΠΈ, ΠΈΠ·Π»ΠΎΠΆΠ΅Π½ΠΈ Π°ΡΠ΄ΠΈΡΠΈΠ²Π½ΠΎ ΠΈΠ»ΠΈ Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΎ. ΠΠΎΡΠΈΡΡΠ΅Π½ΠΈ ΡΡ Π΅ΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠΈ Ρ ΠΊΠΎΡΠΈΠΌΠ° ΡΡ ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΡΠΈ ΡΡΠΈΠ»ΠΈ Π½ΠΎΠ²Π΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ΅ (Π²Π°Π½Π·Π΅ΠΌΠ°ΡΡΠ΅) ΠΈΠΌΠ΅Π½ΠΎΠ²Π°Π½Π΅ Π½ΠΎΠ²ΠΈΠΌ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠΈΠΌΠ° (ΠΏΡΠ΅ΡΡΠ΄ΠΎ-ΡΠ΅ΡΠΈΠΌΠ° ΠΈΠ»ΠΈ ΠΏΡΠ΅ΡΡ
ΠΎΠ΄Π½ΠΎ Π½Π΅Π²ΠΈΡΠ΅Π½ΠΈΠΌ Π½Π΅Π²Π΅ΡΠ±Π°Π»Π½ΠΈΠΌ Π°ΠΌΠ±Π»Π΅ΠΌΠΈΠΌΠ° ΠΈ Π·Π²ΡΠΊΠΎΠ²ΠΈΠΌΠ°), ΠΏΡΠΈ ΡΠ΅ΠΌΡ ΡΡ ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΡΠΈΠΌΠ° ΡΠ½ΠΈΠΌΠ°Π½ΠΈ ΠΈ ERP ΠΌΠΎΠΆΠ΄Π°Π½ΠΈ ΡΠ°Π»Π°ΡΠΈ.
Π£ I ΠΏΠΎΠ³Π»Π°Π²ΡΡ, ΠΈΡΠΏΠΈΡΠΈΠ²Π°Π½Π° ΡΠ΅ ΡΠ»ΠΎΠ³Π° Π°ΡΠ΄ΠΈΡΠΈΠ²Π½ΠΈΡ
Π²Π΅ΡΠ±Π°Π»Π½ΠΈΡ
ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π½Π° ΡΠΎΡΠΌΠΈΡΠ°ΡΠ΅ ΠΏΠΎΡΠΌΠΎΠ²Π°, ΡΠ°ΡΠ½ΠΈΡΠ΅ ΠΊΠ°ΠΊΠΎ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠ° ΡΠ°Π·Π»ΠΈΠΊΠ° ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° ΡΡΠΈΡΠ΅ Π½Π° ΡΡΠ΅ΡΠ΅ Π½ΠΎΠ²ΠΈΡ
ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ°. Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ Π΄Π° ΡΠ΅ ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ° ΠΈΠΌΠ΅Π½ΠΎΠ²Π°Π½ΠΎ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈΡΠΈΠΌ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠΈΠΌΠ° Π±ΡΠΆΠ΅, Π° Π³Π΅Π½Π΅ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΡΠ° Π±ΠΎΡΠ° Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΠΎΠ½Π΅ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°Π½Π΅ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΡΠ»ΠΈΡΠ½ΠΈΡΠΈΠΌ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠΈΠΌΠ°. Π’Π°ΠΊΠΎΡΠ΅, ΠΎΠ²Π° ΠΎΡΠΎΠ±ΠΈΠ½Π° ΡΠ΅ Π½Π΅Π·Π°Π²ΠΈΡΠ½Π° ΠΎΠ΄ ΡΡΠΈΡΠ°ΡΠ° ΡΠ΅Π·ΠΈΡΠΊΠΎΠ³ ΡΠΈΠΌΠ±ΠΎΠ»ΠΈΠ·ΠΌΠ°.
Π£ II ΠΏΠΎΠ³Π»Π°Π²ΡΡ, ΠΈΡΠΏΠΈΡΠΈΠ²Π°Π½ ΡΠ΅ ΡΡΠΈΡΠ°Ρ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΎΡΡΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»Π½ΠΈΡ
ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π½Π° ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ° (Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΈΡ
ΠΈ Π°ΡΠ΄ΠΈΡΠΈΠ²Π½ΠΈΡ
). Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ Π΄Π° Π½Π΅ ΠΏΠΎΡΡΠΎΡΠ΅ ΡΠ°Π·Π»ΠΈΠΊΠ΅ Ρ ΡΡΠΈΡΠ°ΡΡ Π½Π΅Π²Π΅ΡΠ±Π°Π»Π½ΠΈΡ
ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π½Π° ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ°, Π±Π΅Π· ΠΎΠ±Π·ΠΈΡΠ° Π½Π° ΡΠΎ Π΄Π° Π»ΠΈ ΡΡ ΠΎΠ½ΠΈ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈΡΠΈ ΠΈΠ»ΠΈ Π½Π΅.
Π£ III ΠΏΠΎΠ³Π»Π°Π²ΡΡ, ΠΈΡΠΏΠΈΡΠΈΠ²Π°Π½ ΡΠ΅ ΠΎΠ΄Π½ΠΎΡ ΡΡΠΈΡΠ°ΡΠ° Π²Π΅ΡΠ±Π°Π»Π½ΠΈΡ
ΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»Π½ΠΈΡ
ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π½Π° ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ°. Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ Π΄Π° ΡΠ°ΠΌΠΎ Π°ΡΠ΄ΠΈΡΠΈΠ²Π½ΠΈ Π²Π΅ΡΠ±Π°Π»Π½ΠΈ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠΈ ΠΊΠΎΡΠΈ ΡΡ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈ Π΄ΠΎΠ²ΠΎΠ΄Π΅ Π΄ΠΎ Π±ΡΠΆΠ΅Π³ ΡΡΠ΅ΡΠ° ΠΈ Π³Π΅Π½Π΅ΡΠ°Π»ΠΈΡΠ°ΡΠΈΡΠ΅, ΡΡΠΎ Π½ΠΈΡΠ΅ ΡΠ»ΡΡΠ°Ρ ΡΠ° ΠΎΡΡΠ°Π»ΠΈΠΌ Π²ΡΡΡΠ°ΠΌΠ° ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ°.
Π£ IV ΠΏΠΎΠ³Π»Π°Π²ΡΡ ΡΠ΅ ΠΈΡΠΏΠΈΡΠΈΠ²Π°Π½ ΡΡΠΈΡΠ°Ρ Π΅ΠΊΡΠΏΠ»ΠΈΡΠΈΡΠ½Π΅ ΠΈΠ½ΡΡΡΡΠΊΡΠΈΡΠ΅ ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΡΠΈΠΌΠ° Π΄Π° ΠΎΠ±ΡΠ°ΡΠ΅ ΠΏΠ°ΠΆΡΡ Π½Π° ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ΅ ΠΈ Π΄Π° ΠΈΡ
Π·Π°ΠΏΠ°ΠΌΡΠ΅. Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ Π΄Π° ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΡΠΈ Π±ΡΠΆΠ΅ ΡΡΠ΅ ΠΈ Π±ΠΎΡΠ΅ Π³Π΅Π½Π΅ΡΠ°Π»ΠΈΠ·ΡΡΡ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ΅ ΠΊΠ°Π΄Π° Π΄ΠΎΠ±ΠΈΡΡ ΠΈΠ½ΡΡΡΡΠΊΡΠΈΡΡ, Π΄ΠΎΠΊ ΠΈΠ·ΠΎΡΡΠ°Π½ΠΊΠΎΠΌ ΠΈΠ½ΡΡΡΡΠΊΡΠΈΡΠ΅ Π΅ΡΠ΅ΠΊΡΠΈ Π½Π° ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ° ΠΈΠ·ΠΎΡΡΠ°ΡΡ.
ΠΠ°ΡΠ·Π°Π΄, Ρ V ΠΏΠΎΠ³Π»Π°Π²ΡΡ ΡΠ΅ ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠ°Π½Π° Π½Π΅ΡΡΠ°Π»Π½Π° ΠΌΡΠ΅ΠΆΠ° ΡΠΈΡΠΈ ΡΠ΅ Π·Π°Π΄Π°ΡΠ°ΠΊ Π±ΠΈΠΎ Π΄Π° ΡΠΈΠΌΡΠ»ΠΈΡΠ° Π΅ΡΠ΅ΠΊΡΠ΅ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠ΅ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΎΡΡΠΈ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ°. ΠΠΎΠ΄Π΅Π» ΡΠ΅ ΡΡΠΏΠ΅ΡΠ½ΠΎ ΡΠΈΠΌΡΠ»ΠΈΡΠ°ΠΎ ΠΎΠ²Π΅ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΎΡΡΠΈ, ΡΠ΅Ρ ΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΠΎ Π΄Π° ΡΠ΅ ΡΡΠ΅ΡΠ΅ Π±ΡΠΆΠ΅ ΠΊΠ°Π΄Π° ΡΡ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠ΅ ΡΠ°Π·Π»ΠΈΠΊΠ΅ ΠΈΠ·ΠΌΠ΅ΡΡ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π²Π΅ΡΠ΅.
Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈ Π΄ΠΎΠ±ΠΈΡΠ΅Π½ΠΈ Ρ Π΄ΠΈΡΠ΅ΡΡΠ°ΡΠΈΡΠΈ Π½Π°Π²ΠΎΠ΄Π΅ Π½Π° Π·Π°ΠΊΡΡΡΠ°ΠΊ Π΄Π° ΡΠ΅ ΡΡΠΈΡΠ°Ρ ΠΊΠ°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ° Π½Π° ΡΡΠ²Π°ΡΠ°ΡΠ΅ ΠΏΠΎΡΠΌΠΎΠ²Π° ΠΈΠ·ΡΠ·Π΅ΡΠ½ΠΎ Π±ΠΈΡΠ°Π½ ΠΈ Π΄Π° ΡΠ΅ ΠΏΡΠ΅ ΡΠ²Π΅Π³Π° ΠΎΠ΄Π½ΠΎΡΠΈ Π½Π° Π²Π΅ΡΠ±Π°Π»Π½Π΅ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠ΅ ΠΈ ΡΠΈΡ
ΠΎΠ²Π΅ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠ΅ ΡΠ°Π·Π»ΠΈΠΊΠ΅. ΠΠ°ΠΎ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ ΠΎΠ²ΠΈΡ
ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ°, Π΄Π΅ΡΠΈΠ½ΠΈΡΠ°Π½Π° ΡΠ΅ Ρ
ΠΈΠΏΠΎΡΠ΅Π·Π° ΡΡΠ΅ΡΠ° ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ° Π±Π°Π·ΠΈΡΠ°Π½ΠΎΠ³ Π½Π° Π½ΠΈΠ²ΠΎΡ ΡΠ°Π·Π»ΠΈΠΊΠ΅. ΠΠ²Π° Ρ
ΠΈΠΏΠΎΡΠ΅Π·Π° ΠΎΠΏΠΈΡΡΡΠ΅ ΡΡΠ΅ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΡΠ° ΠΊΠ°ΠΎ Π²Π΅ΡΠΎΠ²Π°ΡΠ½ΠΎΡΡ ΠΊΠΎΡΠ° ΡΠ΅ Π±Π°Π·ΠΈΡΠ°Π½Π° Π½Π° Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠΊΠΎΡ ΡΠ°Π·Π»ΠΈΡΠΈ ΠΈΠ·ΠΌΠ΅ΡΡ ΡΠΈΡ
ΠΎΠ²ΠΈΡ
Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΈΡ
ΠΊΠ°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΈ ΡΠ°Π·Π»ΠΈΠΊΠ° Ρ ΠΈΠΌΠ΅Π½ΠΈΡΠ΅ΡΠΈΠΌΠ°. Π’Π°ΠΊΠ²ΠΈ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈ Π½Π°Π²ΠΎΠ΄Π΅ Π½Π° ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»Π½ΠΈΡΠΈ Π·Π°ΠΊΡΡΡΠ°ΠΊ Π΄Π° ΡΠ΅ ΠΎΠ΄Π½ΠΎΡ ΠΌΠΈΡΡΠ΅ΡΠ° ΠΈ ΡΠ΅Π·ΠΈΠΊΠ° ΠΌΠ΅ΡΡΠ·Π°Π²ΠΈΡΠ°Π½ ΠΈ Π΄Π° ΠΎΠ½ΠΈ Π½ΠΈΠΊΠ°ΠΊΠΎ Π½ΠΈΡΡ ΠΏΠΎΡΠΏΡΠ½ΠΎ Π½Π΅Π·Π°Π²ΠΈΡΠ½