Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.

2021 ◽  
Author(s):  
Ajaz A. Bhat ◽  
John P. Spencer ◽  
Larissa K. Samuelson
Keyword(s):  
Word Learning ◽  
Process Model ◽  
Visual Exploration ◽  
Neural Process ◽  
Object Learning

scholarly journals Word-Object Learning via Visual Exploration in Space (WOLVES): A Neural Process Account of Cross-Situational Word Learning

2020 ◽  
Author(s):  
Ajaz Ahmad Bhat ◽  
John P. Spencer ◽  
Larissa K. Samuelson
Keyword(s):  
Word Learning ◽  
Visual Processing ◽  
Novelty Detection ◽  
Visual Exploration ◽  
Extensive Literature ◽  
New Words ◽  
Memory And Attention ◽  
Object Learning ◽  
Adults And Children ◽  
Learning Behaviours

Infants, children and adults have been shown to track co-occurrence across ambiguous naming situations to infer the referents of new words. The extensive literature on this cross-situational word learning (CSWL) ability has produced support for two theoretical accounts — associative learning (AL) and hypothesis testing (HT) — but no comprehensive model of the behaviour. We propose WOLVES, a formal account of CSWL grounded in psychological processes of memory and attention that explicitly models the dynamics of looking at a moment-to-moment scale and learning across trials. Here we use WOLVES to capture data from 12 studies of CSWL with adults and children, thereby providing a comprehensive account of data purported to support both AL and HT accounts. Moreover, we offer the first developmental account of CSWL, offering insights into how underlying processes change from infancy through adulthood. WOLVES shows that selective attention in CSWL is both dependent on and indicative of learning. Further, learning is driven by real-time synchrony of words and gaze-fixations and constrained by memory processes operating over multiple timescales. Additionally, WOLVES explains a) how performance is impacted by the structure of test paradigms, b) how partial knowledge boosts learning of new words, c) how within- and across-trial competition produces mutual exclusivity; and d) how previously observed individual differences can emerge from learning in the task. The larger theoretical framework in which WOLVES is situated, Dynamic Field Theory, provides neural grounding and ties to other visual processing phenomena like novelty detection and habituation as well as multiple early word learning behaviours.

Quality Assurance at Continuous Hot-Dip Galvanizing Lines by Neuro-Model Assisted Fuzzy-Control

1998 ◽  
Vol 06 (02) ◽  
pp. 151-160
Author(s):  
Stefan Wagner ◽  
Hans-Dieter Kochs
Keyword(s):  
Control Strategy ◽  
Computational Intelligence ◽  
Process Model ◽  
Dead Time ◽  
Fuzzy Controller ◽  
Feedforward Control ◽  
Neural Process ◽  
Neuro Fuzzy ◽  
Adaptive Control Strategy ◽  
Modern Solution

The importance of improving product quality at continuous hot-dip galvanizing lines with air knives steadily grows. So the developed solutions have to be intelligent, adaptive and modular. This paper describes the revision of a conventional non-adaptive control strategy towards a modern solution using methods of computational intelligence. The already existing feedforward control is complemented by a neural process model and a neuro-fuzzy controller replaces the previously used conventional process controller. Both components are embedded carefully into the control environment so that consumption of time and material for the installation period can be held low. The neural process model is optional and is used for model-based control so that the process inherent measurement dead-time is avoided. The new control arrangement is adaptive, saves zinc, guarantees a more constant coating and relieves the operators.

scholarly journals Word learning in the lab is hard! Data from 14-month-old monolingual and bilingual infants

2021 ◽  
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Rodrigo Dal Ben ◽  
Hilary Killam ◽  
Krista Byers-Heinlein
Keyword(s):  
Word Learning ◽  
Dual Language ◽  
Open Science ◽  
Sentence Frame ◽  
Linear Mixed Effects ◽  
Science Practices ◽  
Hard Data ◽  
Object Learning ◽  
Language Familiarity ◽  
Language Condition

Infants can learn words in their daily interactions early in life, and many studies have demonstrated that they can also learn words from brief in-lab exposures. While most studies have included monolingual infants, less is known about bilingual infants’ word learning and the role that language familiarity plays in this ability. In this study we examined word learning in a large sample (up to N = 155) of bilingual and monolingual 14-month-olds using a preferential looking paradigm. To support word learning, novel words were presented within sentence frames in one language (single-language condition) or two languages (dual-language condition). We predicted that infants would exhibit greater word–object learning when they were more familiar with the language of the sentence frame. Using both traditional (t-tests) and updated (linear mixed-effects models) analyses, we found no evidence for successful word learning, nor an effect of familiarity. Our results suggest that word learning in experimental settings can be challenging for 14-month-olds, even when sentence frames are provided. We discuss these results in relation to prior work and suggest how open science practices can contribute to more reliable findings about early word learning.

scholarly journals Your presence soothes me: a neural process model of aversive emotion regulation via social buffering

2020 ◽  
Vol 15 (5) ◽  
pp. 561-570
Author(s):  
Satja Mulej Bratec ◽  
Teresa Bertram ◽  
Georg Starke ◽  
Felix Brandl ◽  
Xiyao Xie ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Process Model ◽  
Large Scale ◽  
Brain Activity ◽  
Neural Pathways ◽  
Neural Process ◽  
Social Buffering ◽  
Dorsolateral Prefrontal ◽  
Neural Underpinnings ◽  
Using Data

Abstract The reduction of aversive emotions by a conspecific’s presence—called social buffering—is a universal phenomenon in the mammalian world and a powerful form of human social emotion regulation. Animal and human studies on neural pathways underlying social buffering typically examined physiological reactions or regional brain activations. However, direct links between emotional and social stimuli, distinct neural processes and behavioural outcomes are still missing. Using data of 27 female participants, the current study delineated a large-scale process model of social buffering’s neural underpinnings, connecting changes in neural activity to emotional behaviour by means of voxel-wise multilevel mediation analysis. Our results confirmed that three processes underlie human social buffering: (i) social support-related reduction of activity in the orbitofrontal cortex, ventromedial and dorsolateral prefrontal cortices, anterior and mid-cingulate; (ii) downregulation of aversive emotion-induced brain activity in the superficial cortex-like amygdala and mediodorsal thalamus; and (iii) downregulation of reported aversive feelings. Results of the current study provide evidence for a distinct neural process model of aversive emotion regulation in humans by social buffering.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

The Heterogeneity of Word Learning Biases in Late-Talking Children

2019 ◽  
Vol 62 (3) ◽  
pp. 554-563 ◽  
Author(s):  
Lynn K. Perry ◽  
Sarah C. Kucker
Keyword(s):  
Word Learning ◽  
Learning Biases
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