Laboratoire de Psychologie et Neurocognition, UMR CNRS 5105, Université Pierre Mendès-France, Grenoble, France.
Cogn Sci. 2012 Nov-Dec;36(8):1499-531. doi: 10.1111/j.1551-6709.2012.01266.x. Epub 2012 Sep 17.
According to the age-of-acquisition hypothesis, words acquired early in life are processed faster and more accurately than words acquired later. Connectionist models have begun to explore the influence of the age/order of acquisition of items (and also their frequency of encounter). This study attempts to reconcile two different methodological and theoretical approaches (proposed by Lambon Ralph & Ehsan, 2006 and Zevin & Seidenberg, 2002) to age-limited learning effects. The current simulations extend the findings reported by Zevin and Seidenberg (2002) that have shown that frequency trajectories (FTs) have limited and specific effects on word-reading tasks. Using the methodological framework proposed by Lambon Ralph and Ehsan (2006), which makes it possible to compare word-reading and picture-naming tasks in connectionist networks, we were able to show that FT has a considerable influence on age-limited learning effects in a picture naming task. The findings show that when the input-output mappings are arbitrary (simulating picture naming tasks), the links formed by the network become entrenched as a result of early experience and that subsequent variations in frequency of exposure of the items have only a minor impact. In contrast, when the mappings between input-output are quasi-systematic or systematic (simulating word-reading tasks), the training of new items was generalized and resulted in the suppression of age-limited learning effects. At a theoretical level, we suggest that FT, which simultaneously takes account of time and the level of exposure across time, represents a more precise and modulated measure compared with the order of introduction of the items and may lead to innovative hypotheses in the field of age-limited learning effects.
根据习得年龄假说，人们在生命早期习得的词汇比后期习得的词汇处理得更快、更准确。连接主义模型已经开始探索项目习得的年龄/顺序（以及它们的遭遇频率）的影响。本研究试图调和两种不同的方法论和理论方法（由 Lambon Ralph & Ehsan，2006 和 Zevin & Seidenberg，2002 提出）来解决年龄限制学习效应。目前的模拟扩展了 Zevin 和 Seidenberg（2002 年）的发现，这些发现表明频率轨迹（FT）对阅读单词任务有有限和特定的影响。使用 Lambon Ralph 和 Ehsan（2006 年）提出的方法论框架，该框架使我们能够在连接主义网络中比较阅读单词和命名图片任务，我们能够表明 FT 对图片命名任务中的年龄限制学习效应有相当大的影响。研究结果表明，当输入-输出映射是任意的（模拟图片命名任务）时，由于早期经验，网络形成的链接变得根深蒂固，随后项目暴露频率的变化只有很小的影响。相比之下，当输入-输出之间的映射是准系统或系统的（模拟阅读单词任务）时，新项目的训练被推广，并导致年龄限制学习效应的抑制。在理论层面上，我们认为 FT 同时考虑了时间和跨时间的暴露水平，与项目的引入顺序相比，它代表了一种更精确和调节的测量方法，并且可能导致年龄限制学习效应领域的创新假设。
