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• W1562932783 abstract "Is There Preferential Attachment in the Growth of Early Semantic Noun Networks? Thomas T. Hills (thomas.hills@unibas.ch) Department of Psychological and Brain Sciences, 1101 E. Tenth Street Bloomington, IN, 47405 USA Mounir Maouene (mmaoune@ensat.ac.ma) 1 UFR : Artificial Intelligence and Bioinformatics, ENSAT, Tangier, Morocco Josita Maouene (jcmaoune@indiana.edu) 1 Adam Sheya (aasheya@indiana.edu) 1 Linda B. Smith (smith4@indiana.edu) 1 accelerated learning rate (Colunga & Smith, 2003). Although it seems reasonable that later noun learning builds on earlier noun learning, it need not be. Tomasello (2000) has argued—with respect to syntactic learning—that children’s earliest words are part of an imitative, item-by- item process, in which word learning is not dependent on prior word knowledge—that is, the addition of new words is independent of the existing lexicon. Similar rules may apply to early semantic acquisition. The primary goals of this work involve asking two questions. First, what are meaningful ways to represent the development of children’s early semantic networks, prior to 30 months of age? To answer this question, we take two approaches. One—feature relations—is based on a host of prior work in the developmental literature showing that children recognize object features and can use feature information to identify and place objects into higher-order categories (e.g., Landau, Smith & Jones, 1988; Bomba & Siqueland, 1983; Gelman & Bloom, 2000). In many studies like these, e.g., Booth & Waxman (2002), children generalize object names across categories with respect to perceptual or functional features. The children’s feature network we investigate here has also been shown to produce meaningful object categorizations consistent with adult knowledge (Hills et al., 2008). In principle, the generalization process associated with object categorization creates opportunities for preferential word learning by allowing children to differentiate known objects through processes of word production (or expectation) and subsequent error correction. The second—relations based on free association—has seen dramatic successes in predicting adult performance in semantic decision and memory tasks (e.g., Griffiths et al., 2007; McEvoy, Nelson, & Komatsu, 1999) and recent success in predicting age of acquisition (AoA) at grosser temporal scales than we address here (e.g., binning data between 12 and 132 months before and after 52 months), and using only data from the full adult network (Steyvers & Tenenbaum, 2005). In the present work we take a closer Abstract Recent research on the statistical structure of semantic networks has suggested that the structure of the adult lexicon reveals evidence of a learning mechanism involving preferential attachment. With preferential attachment, words entering the lexicon make connections to existing words in proportion to the connectedness of the existing words. We asked if preferential attachment—or other growth processes— might be observed in children’s early semantic networks and if so, what assumptions would be required for word relations. To do this, we used words from the MacArthur-Bates Child Development Inventory over a 15-month period (16 to 30 months)—and the word acquisition patterns of 20 individual children—to build longitudinal semantic networks using two separate assumptions for semantic relatedness. These involved edges based on feature similarity using the McRae et al. (2003) feature norms and edges based on association using the University of Southern Florida Free Association Norms. The feature-based network showed no evidence of preferential attachment, or the opposite, preferential avoidance. However, the association-based network did show preferential attachment, even across this very small time span. Currently, we are investigating in more detail the growth of this network, and other possible growth mechanisms besides preferential attachment, in an effort to better understand the mechanisms that drive early semantic growth. Keywords: Early semantic networks, growing network models, word learning, preferential attachment. Introduction Word learning begins sometime prior to a child’s first birthday. It is very slow at first with each word added seeming effortful and with false starts (Nelson, 1973; McNamara, 1982). But 6 months later, early word learning shows an accelerating function (Bloom, 2000). At first, most of these new additions are common nouns, the focus of this paper. Developmentalists have studied these early noun vocabularies interested both in the kind of categories that start the system off and how early noun learning might create the needed knowledge to facilitate the ensuing" @default.
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• W1562932783 title "Is There Preferential Attachment in the Growth of Early Semantic Noun Networks" @default.
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