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Summary: Integrating Syntactic Knowledge into a Model of Cross-situational
Word Learning
Afra Alishahi
Computational Linguistics and Phonetics
Saarland University, Germany
afra@coli.uni-saarland.de
Afsaneh Fazly
Computer Sciences and Engineering
Shiraz University, Iran
fazly@cse.shirazu.ac.ir
Abstract
It has been suggested that children learn the meanings
of words by observing the regularities across different
situations in which a word is used. However, experi-
mental studies show that children are also sensitive to
the syntactic properties of words and their context at
a young age, and can use this information to find the
correct referent for novel words. We present a unified
computational model of word learning which integrates
cross-situational evidence with the accumulated seman-
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