Modeling Cross-Modal Interactions in Early Word Learning

Althaus, Nadja and Mareschal, Denis (2013) Modeling Cross-Modal Interactions in Early Word Learning. IEEE Transactions on Autonomous Mental Development, 5 (4). pp. 288-297. ISSN 1943-0604

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Abstract

Infancy research demonstrating a facilitation of visual category formation in the presence of verbal labels suggests that infants' object categories and words develop interactively. This contrasts with the notion that words are simply mapped "onto" previously existing categories. To investigate the computational foundations of a system in which word and object categories develop simultaneously and in an interactive fashion, we present a model of word learning based on interacting self-organizing maps that represent the auditory and visual modalities, respectively. While other models of lexical development have employed similar dual-map architectures, our model uses active Hebbian connections to propagate activation between the visual and auditory maps during learning. Our results show that categorical perception emerges from these early audio-visual interactions in both domains. We argue that the learning mechanism introduced in our model could play a role in the facilitation of infants' categorization through verbal labeling.

Item Type: Article
Additional Information: There is a correction available on this paper. Fig. 4 was mistakenly misrepresented. The current correct Fig. 4 is available via this link: http://ieeexplore.ieee.org/document/6763361/ (DOI: 10.1109/TAMD.2014.2310061)
Uncontrolled Keywords: computational modeling,learning systems,self-organizing networks,speech processing,text processing,word learning,categorization,cross-modal interactions,self-organizing maps
Faculty \ School: Faculty of Social Sciences > School of Psychology
Related URLs:
Depositing User: Pure Connector
Date Deposited: 30 Nov 2016 00:01
Last Modified: 25 Jul 2018 12:58
URI: https://ueaeprints.uea.ac.uk/id/eprint/61522
DOI: 10.1109/TAMD.2013.2264858

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