Visualisation de Traces d’Exécution et Limite de Perception

National audienceL’analyse de données temporelles est transversale `àde nombreux domaines (e.g. médical, finance, météorlogie, industriel, ). Ces données sont aujourd’hui générées en grandes quantités par de multiples sources pouvant être de natures très hétéogènes. Le but recherché en analysant des données temporelles est de d´ecouvrir un comportement permettant d’établir un modèle (e.g. météorlogique, finance) et d’identifier des comportements anormaux, ou des erreurs dans les données. L’identification d’outliers peut se faire à l’aide d’algorithmes de fouille de donn´ees ou avec des outils de visualisation

Knowing How You Know: Toddlers Reevaluate Words Learned From an Unreliable Speaker

There has been little investigation of the way source monitoring, the ability to track the source of one’s knowledge, may be involved in lexical acquisition. In two experiments, we tested whether toddlers (mean age 30 months) can monitor the source of their lexical knowledge and reevaluate their implicit belief about a word mapping when this source is proven to be unreliable. Experiment 1 replicated previous research (Koenig & Woodward, 2010): children displayed better performance in a word learning test when they learned words from a speaker who has previously revealed themself as reliable (correctly labeling familiar objects) as opposed to an unreliable labeler (incorrectly labeling familiar objects). Experiment 2 then provided the critical test for source monitoring: children first learned novel words from a speaker before watching that speaker labeling familiar objects correctly or incorrectly. Children who were exposed to the reliable speaker were significantly more likely to endorse the word mappings taught by the speaker than children who were exposed to a speaker who they later discovered was an unreliable labeler. Thus, young children can reevaluate recently learned word mappings upon discovering that the source of their knowledge is unreliable. This suggests that children can monitor the source of their knowledge in order to decide whether that knowledge is justified, even at an age where they are not credited with the ability to verbally report how they have come to know what they know

Competition and symmetry in an artificial word learning task

Natural language involves competition. The sentences we choose to utter activate alternative sentences (those we chose not to utter), which hearers typically infer to be false. Hence, as a first approximation, the more alternatives a sentence activates, the more inferences it will trigger. But a closer look at the theory of competition shows that this is not quite true and that under specific circumstances, so-called symmetric alternatives cancel each other out. We present an artificial word learning experiment in which participants learn words that may enter into competition with one another. The results show that a mechanism of competition takes place, and that the subtle prediction that alternatives trigger inferences, and may stop triggering them after a point due to symmetry, is borne out. This study provides a minimal testing paradigm to reveal competition and some of its subtle characteristics in human languages and beyond

Subjective confidence influences word learning in a cross-situational statistical learning task

International audienceLearning is often accompanied by a subjective sense of confidence in one’s knowledge, a feeling of knowing what you know and how well you know it. Subjective confidence has been shown to guide learning in other domains, but has received little attention so far in the word learning literature. Across three word learning experiments, we investigated whether and how a sense of confidence in having acquired a word meaning influences the word learning process itself. First, we show evidence for a confirmation bias during word learning in a cross-situational statistical learning task: Learners who are highly confident they know the meaning of a word are more likely to persist in their belief than learners who are not, even after observing objective evidence disconfirming their belief. Second, we show that subjective confidence in a word meaning modulates inferential processes based on that word, affecting learning over the whole lexicon: Learners who hold high confidence in a word meaning are more likely to use that word to make mutual exclusivity inferences about the meaning of other words. We conclude that confidence influences word learning by modulating both information selection processes and inferential processes and discuss the implications of these results for word learning models

End-User-Development for Smart Homes: Relevance and Challenges

International audienceUbiquitous computing is now mature enough to unleash the potential of Smart Homes. The obstacle is no more about hardware concerns but lies in how inhabitants can build, configure and control their Smart Home. In this paper, we defend the idea that End-User-Development (EUD), which considers inhabitants as makers rather than mere consumers, is an effective approach for tackling this obstacle. We reflect on the lifecycle of devices and services to discuss challenges that EUD system will have to address in the Smart Home context: installation and maintenance, designation, control, development (including programming, testing, and reusing), and sharing

Toddlers default to canonical surface-to-meaning mapping when learning verbs

This work was supported by grants from the French Agence Nationale de la Recherche (ANR-2010-BLAN-1901) and from French Fondation de France to Anne Christophe, from the National Institute of Child Health and Human Development (HD054448) to Cynthia Fisher, Fondation Fyssen and Ecole de Neurosciences de Paris to Alex Cristia, and a PhD fellowship from the Direction Générale de l'Armement (DGA, France) supported by the PhD program FdV (Frontières du Vivant) to Isabelle Dautriche. We thank Isabelle Brunet for the recruitment, Michel Dutat for the technical support, and Hernan Anllo for his puppet mastery skill. We are grateful to the families that participated in this study. We also thank two anonymous reviewers for their comments on an earlier draft of this manuscript

Analyse et créativité pour la conception d'interaction avec l'habitat intelligent

International audienceConcevoir des interactions pour des systèmes innovants implique une première étape dans laquelle se mêlent découverte du domaine et des contraintes, créativité et mise en situation des idées sélectionnées. Cette étape a pour objectif de s'engager avec plus de confiance dans le processus de conception. Nous exposons ici une partie de notre démarche sur de nouvelles interactions avec l'habitat intelligent. Nous avons cherché à répondre le plus efficacement à nos différents objectifs par l'association de pratiques complémentaires que nous présentons succinctement avec un retour d'expérience sur leur mise en application et leur enchaînement