Modelling the informativeness and timing of non-verbal cues in parent–child interaction
2016 (English)In: Proceedings of the 7th Workshop on Cognitive Aspects of Computational Language Learning, Stroudsburg, PA, USA: Association for Computational Linguistics, 2016, 82-90 p.Conference paper (Refereed)
How do infants learn the meanings of their first words? This study investigates the informativeness and temporal dynamics of non-verbal cues that signal the speaker's referent in a model of early word–referent mapping. To measure the information provided by such cues, a supervised classifier is trained on information extracted from a multimodally annotated corpus of 18 videos of parent–child interaction with three children aged 7 to 33 months. Contradicting previous research, we find that gaze is the single most informative cue, and we show that this finding can be attributed to our fine-grained temporal annotation. We also find that offsetting the timing of the non-verbal cues reduces accuracy, especially if the offset is negative. This is in line with previous research, and suggests that synchrony between verbal and non-verbal cues is important if they are to be perceived as causally related.
Place, publisher, year, edition, pages
Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. 82-90 p.
Language acquisition, cognitive modelling, parent–child interaction, non-verbal cues
General Language Studies and Linguistics Language Technology (Computational Linguistics)
Research subject Computational Linguistics
IdentifiersURN: urn:nbn:se:su:diva-133405ISBN: 978-1-945626-07-4OAI: oai:DiVA.org:su-133405DiVA: diva2:960120
The 54th Annual Meeting of the Association for Computational Linguistics, Berlin, Germany, August 11, 2016
ProjectsModelling the emergence of linguistic structures in early childhood
FunderSwedish Research Council, 2011-675-86010-31