33,770 research outputs found
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
Can involving clients in simulation studies help them solve their future problems? A transfer of learning experiment
It is often stated that involving the client in operational research studies increases conceptual learning about a system which can then be applied repeatedly to other, similar, systems. Our study provides a novel measurement approach for behavioural OR studies that aim to analyse the impact of modelling in long term problem solving and decision making. In particular, our approach is the first to operationalise the measurement of transfer of learning from modelling using the concepts of close and far transfer, and overconfidence. We investigate learning in discrete-event simulation (DES) projects through an experimental study. Participants were trained to manage queuing problems by varying the degree to which they were involved in building and using a DES model of a hospital emergency department. They were then asked to transfer learning to a set of analogous problems. Findings demonstrate that transfer of learning from a simulation study is difficult, but possible. However, this learning is only accessible when sufficient time is provided for clients to process the structural behaviour of the model. Overconfidence is also an issue when the clients who were involved in model building attempt to transfer their learning without the aid of a new model. Behavioural OR studies that aim to understand learning from modelling can ultimately improve our modelling interactions with clients; helping to ensure the benefits for a longer term; and enabling modelling efforts to become more sustainable
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