Cross-situational word learning in the right situations. Dautriche, I. & Chemla, E. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(3):892–903, 2014.
Cross-situational word learning in the right situations. [link]Paper  doi  abstract   bibtex   4 downloads  
Upon hearing a novel word, language learners must identify its correct meaning from a diverse set of situationally relevant options. Such referential ambiguity could be reduced through repetitive exposure to the novel word across diverging learning situations, a learning mechanism referred to as crosssituational learning. Previous research has focused on the amount of information learners carry over from 1 learning instance to the next. In the present article, we investigate how context can modulate the learning strategy and its efficiency. Results from 4 cross-situational learning experiments with adults suggest the following: (a) Learners encode more than the specific hypotheses they form about the meaning of a word, providing evidence against the recent view referred to as single hypothesis testing. (b) Learning is faster when learning situations consistently contain members from a given group, regardless of whether this group is a semantically coherent group (e.g., animals) or induced through repetition (objects being presented together repetitively, just like a fork and a door may occur together repetitively in a kitchen). (c) Learners are subject to memory illusions, in a way that suggests that the learning situation itself appears to be encoded in memory during learning. Overall, our findings demonstrate that realistic contexts (such as the situation in which a given word has occurred; e.g., in the zoo or in the kitchen) help learners retrieve or discard potential referents for a word, because such contexts can be memorized and associated with a to-be-learned word.
@article{dautriche_cross-situational_2014,
	title = {Cross-situational word learning in the right situations.},
	volume = {40},
	issn = {1939-1285, 0278-7393},
	url = {https://doi.apa.org/doi/10.1037/a0035657},
	doi = {10.1037/a0035657},
	abstract = {Upon hearing a novel word, language learners must identify its correct meaning from a diverse set of situationally relevant options. Such referential ambiguity could be reduced through repetitive exposure to the novel word across diverging learning situations, a learning mechanism referred to as crosssituational learning. Previous research has focused on the amount of information learners carry over from 1 learning instance to the next. In the present article, we investigate how context can modulate the learning strategy and its efficiency. Results from 4 cross-situational learning experiments with adults suggest the following: (a) Learners encode more than the specific hypotheses they form about the meaning of a word, providing evidence against the recent view referred to as single hypothesis testing. (b) Learning is faster when learning situations consistently contain members from a given group, regardless of whether this group is a semantically coherent group (e.g., animals) or induced through repetition (objects being presented together repetitively, just like a fork and a door may occur together repetitively in a kitchen). (c) Learners are subject to memory illusions, in a way that suggests that the learning situation itself appears to be encoded in memory during learning. Overall, our findings demonstrate that realistic contexts (such as the situation in which a given word has occurred; e.g., in the zoo or in the kitchen) help learners retrieve or discard potential referents for a word, because such contexts can be memorized and associated with a to-be-learned word.},
	language = {en},
	number = {3},
	urldate = {2025-02-27},
	journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition},
	author = {Dautriche, Isabelle and Chemla, Emmanuel},
	year = {2014},
	pages = {892--903},
}

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