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Ad-hoc implicature in preschool children
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In: http://langcog.stanford.edu/papers/SGF-underreview.pdf (2015)
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The structure of the lexicon reflects principles of communication
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In: http://langcog.stanford.edu/papers/LF-cogsci2014.pdf (2014)
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Learning to reason pragmatically with cognitive limitations
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In: https://mindmodeling.org/cogsci2014/papers/527/paper527.pdf (2014)
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Learning to reason pragmatically with cognitive limitations
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In: http://langcog.stanford.edu/papers/VEFJP-underreview.pdf (2014)
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Parsing entire discourses as very long strings: Capturing topic continuity in grounded language learning
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In: http://langcog.stanford.edu/papers/LFJ-TACL2013.pdf (2014)
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| 6 |
Learning and using language via recursive pragmatic reasoning about other agents
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In: http://langcog.stanford.edu/papers/SGF-NIPS2013.pdf (2013)
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Learning and Long-Term Retention of Large-Scale Artificial Languages
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In: http://tedlab.mit.edu/tedlab_website/researchpapers/Frank_et_al_2013_PLoSONE.pdf (2012)
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| 8 |
Semantic Coherence Facilitates Distributional Learning of Word Meanings
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In: http://langcog.stanford.edu/papers/OBF-cogsci2012.pdf (2012)
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Predicting pragmatic reasoning in language games
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In: http://www.stanford.edu/~ngoodman/papers/FrankGoodman-Science2012.pdf (2012)
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Abstract:
Online abstract. One of the most astonishing features of human language is its capacity to convey information efficiently in context. Many theories provide informal accounts of communicative inference, yet there have been few successes in making precise, quantitative predictions about pragmatic reasoning. We examine judgments about simple referential communication games, modeling behavior in these games by assuming that speakers attempt to be informative, and that listeners use Bayesian inference to recover speakers ’ intended referents. Our model provides a close, parameter-free fit to human judgments, suggesting that using information-theoretic tools to predict pragmatic reasoning may lead to more effective formal models of communication. One of the most astonishing features of human language is its ability to convey information efficiently in context. Each utterance need not carry every detail; instead, listeners can infer speakers ’ intended meanings by assuming utterances convey only relevant information. These communicative inferences rely on the shared assumption that speakers are informative, but not more so than is necessary given the communicators ’ common knowledge and the task at hand. Many theories provide high-level accounts of these kinds of inferences (1–3), yet—perhaps be-1 cause of the difficulty of formalizing notions like “informativeness ” or “common knowledge”— there have been few successes in making quantitative predictions about pragmatic inference in context. We address this issue by studying simple referential communication games, like those described by Wittgenstein (4). Participants see a set of objects and are asked to bet which one is being referred to by a particular word. We model human behavior by assuming that a listener can use Bayesian inference to recover a speaker’s intended referent rS in context C, given that the speaker uttered word w:
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.361.7384
http://www.stanford.edu/~ngoodman/papers/FrankGoodman-Science2012.pdf
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| 10 |
Relating activity contexts to early word learning in dense longitudinal data
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In: http://www.media.mit.edu/cogmac/publications/cogsci2012_RFR_fix.pdf (2012)
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| 11 |
Relating activity contexts to early word learning in dense longitudinal data
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In: http://web.media.mit.edu/~dkroy/papers/pdf/cogsci2012_RFR.pdf (2012)
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| 12 |
Learning from speaker word choice by assuming adjectives are informative
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In: http://langcog.stanford.edu/papers/HF-cogsci2012.pdf (2012)
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| 13 |
Learning from speaker word choice by assuming adjectives are informative
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In: http://mindmodeling.org/cogsci2012/papers/0093/paper0093.pdf (2012)
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| 14 |
The learnability of constructed languages reflects typological patterns
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In: http://langcog.stanford.edu/papers/TFJ-cogsci2011.pdf (2011)
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| 15 |
The learnability of constructed languages reflects typological patterns
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In: http://www.hlp.rochester.edu/publications/TilyFrankJaeger11-cogsci.pdf (2011)
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| 16 |
The learnability of constructed languages reflects typological patterns
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0317/paper0317.pdf (2011)
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| 17 |
Overcoming memory limitations in rule learning
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In: http://tedlab.mit.edu/tedlab_website/researchpapers/Frank_%26_Gibson_2011_LLD.pdf (2011)
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| 18 |
Effects of caregiver prosody on child language acquisition
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In: http://speechprosody2010.illinois.edu/papers/100429.pdf (2010)
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| 19 |
Effects of caregiver prosody on child language acquisition
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In: http://web.media.mit.edu/%7Edkroy/papers/pdf/vosoughi_prosody2010.pdf (2010)
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| 20 |
Beyond transitional probabilities: Human learners impose a parsimony bias in statistical word segmentation. Paper presented at The Cognitive Science Society
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2010/papers/0272/paper0272.pdf (2010)
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