2012年7月10日（火） 18:00-20:00 吹田キャンパス 工学研究科M4-201にて第49回創成塾を開催致します．
18:00-18:30 吉田華子 (Assistant Professor, University of Houston)
18:40-19:00 Joseph Burling (Graduate Student, University of Houston)
講演1：吉田華子 (Assistant Professor, University of Houston)
“Embodied Attention in Early Word Learning”
Children learn about their world through social interactions, whether it be about objects, actions, or other social beings. What children attend to in these events is generated partly by their own actions―directed eye gaze, head movements, posture shifts, objects grabbed/held―and by the same actions performed by the social partner. We seek to understand the dynamic structure of embodied attention in the context of word learning. We will discuss a new method for exploring the dynamics of early attention from the child’s point of view. With this study, we place a small head camera on the child as the child is engaged in a word learning context (e.g., toy play with a parent labeling toys) to capture events from the child’s perspective. We will review some previous attempts observing such child centered views with typically developing deaf, and hearing children with autism, and introduce the most recent longitudinal study using head-mounted eye tracking system which explores such interactions in typically developing children every 3 months from the age of 6 months to 18 months. Joseph Burling will then introduce one of our unique applications of this head-mounted eye tracking system, which enables us to study children’s attentional strategies during a laboratory task engagement. The findings will be discussed in relation to the nature of early input, and how individuals’ bodily experiences interact with learning.
講演2：Joseph Burling (Graduate Student, University of Houston)
“First-person view dynamics of perceptual similarity and adjective learning”
The current study aims to investigate the visual dynamics of adjective learning between 3-year-old and 4-year-children. Adjectives are inherently difficult to learn for children given the nature of the word class. Descriptors often can take many arguments and have much less covariation between label and referent as in noun learning. Analyzing a child’s visual gaze patterns during the word learning process under manipulations of perceptual and feature similarity aids in understanding the underlying mechanisms during complex language learning. We propose that restricting the number of feature invariants cues attention to relevant components and guides feature-label mapping, ultimately leading to word generalization after continuous exposure.