DC FieldValueLanguage
dc.contributor.authorPapaeliou, Christina-
dc.contributor.authorVinos, Michael-
dc.contributor.authorAndrikopoulou, Angeliki-
dc.contributor.authorProtopapas, Athanassios-
dc.date.accessioned2024-03-26T12:04:46Z-
dc.date.available2024-03-26T12:04:46Z-
dc.date.issued2016-01-01-
dc.identifierscopus-85139216629-
dc.identifier.isbn9780991196739-
dc.identifier.other85139216629-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1594-
dc.description.abstractWe implemented the connectionist model of social-pragmatic word learning (Caza & Knott, 2012) to test the hypothesis that reduced joint attention between infant and mother would increase the difference in acquisition between nouns and verbs as observed in Autistic Spectrum Disorder (ASD). The ratio of objects to actions in the observed event stream was manipulated to create an original noun-verb asymmetry. Ten simulations were run for each of the combinations of three conditions of communicative reliability and two conditions of unfiltered random associative learning, which is regarded by some researchers as the primary mechanism of language learning in ASD. The simulations indicated that the reduction in the reliability of communicative actions does not lead to increased noun-verb asymmetry within the originally planned training epochs. A trend in the predicted direction appeared toward the end of training, suggesting that further simulations may help resolve the issue within the current architecture.en_US
dc.language.isoenen_US
dc.relation.ispartofProceedings of the 38th Annual Meeting of the Cognitive Science Society, CogSci 2016en_US
dc.subjectASDen_US
dc.subjectAssociative learningen_US
dc.subjectBootstrappingen_US
dc.subjectConnectionist modelen_US
dc.subjectJoint attentionen_US
dc.subjectLexical developmenten_US
dc.subjectNoun-verb asymmetryen_US
dc.subjectSLIen_US
dc.subjectSocial-pragmatic approachen_US
dc.titleModeling Impairments in Lexical Developmenten_US
dc.typeConference Paperen_US
dc.relation.conference38th Annual Meeting of the Cognitive Science Society, CogSci 2016, 10-13 August 2016, Philadelphia, United Statesen_US
dc.identifier.scopus2-s2.0-85139216629-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage87en_US
dc.identifier.epage92en_US
dc.linkhttps://www.researchgate.net/publication/305151108_Modeling_Impairments_in_Lexical_Developmenten_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.openairetypeConference Paper-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-1789-8852-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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