All things considered: Dynamic field theory captures effect of categories on children's word learning

Katherine E. Twomey, Jessica S. Horst

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Recent research demonstrates that both real-time variability in perceptual input and task demands influence young children's word learning and categorisation. The current study extends these findings by testing both children and a dynamic field theory (DFT) computational model in a category labelling task. Specifically, children and the model were introduced to multiple category members that were either moderately or highly variable. Both children and the model were better able to learn category labels when the individual category members were moderately variable. Overall, these findings have implications for both our understanding of children's categorisation and the use of computational models to investigate cognition more generally.

Original languageEnglish
Title of host publicationAISB 2011
Subtitle of host publicationComputational Models of Cognitive Development
Pages3-7
Number of pages5
Publication statusPublished - 1 Dec 2011
EventAISB 2011 Symposium on Computational Models of Cognitive Development - York, United Kingdom
Duration: 4 Apr 20117 Apr 2011

Conference

ConferenceAISB 2011 Symposium on Computational Models of Cognitive Development
Country/TerritoryUnited Kingdom
CityYork
Period4/04/117/04/11

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