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Modeling Individual Differences in Children’s Information Integration During Pragmatic Word Learning

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Modeling Individual Differences in Children’s Information Integration During Pragmatic Word Learning. / Bohn, Manuel; Schmidt, Louisa S.; Schulze, Cornelia et al.
In: Open Mind, Vol. 6, 16.12.2022, p. 311–326.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Bohn, M, Schmidt, LS, Schulze, C, Frank, MC & Tessler, MH 2022, 'Modeling Individual Differences in Children’s Information Integration During Pragmatic Word Learning', Open Mind, vol. 6, pp. 311–326. https://doi.org/10.1162/opmi_a_00069

APA

Bohn, M., Schmidt, L. S., Schulze, C., Frank, M. C., & Tessler, M. H. (2022). Modeling Individual Differences in Children’s Information Integration During Pragmatic Word Learning. Open Mind, 6, 311–326. https://doi.org/10.1162/opmi_a_00069

Vancouver

Bohn M, Schmidt LS, Schulze C, Frank MC, Tessler MH. Modeling Individual Differences in Children’s Information Integration During Pragmatic Word Learning. Open Mind. 2022 Dec 16;6:311–326. doi: 10.1162/opmi_a_00069

Bibtex

@article{67c44301280d4763b2f588da857a904f,
title = "Modeling Individual Differences in Children{\textquoteright}s Information Integration During Pragmatic Word Learning",
abstract = "Pragmatics is foundational to language use and learning. Computational cognitive models have been successfully used to predict pragmatic phenomena in adults and children – on an aggregate level. It is unclear if they can be used to predict behavior on an individual level. We address this question in children (N = 60, 3- to 5-year-olds), taking advantage of recent work on pragmatic cue integration. In Part 1, we use data from four independent tasks to estimate child-specific sensitivity parameters to three information sources: semantic knowledge, expectations about speaker informativeness, and sensitivity to common ground. In Part 2, we use these parameters to generate participant-specific trial-by-trial predictions for a new task that jointly manipulated all three information sources. The model accurately predicted children{\textquoteright}s behavior in the majority of trials. This work advances a substantive theory of individual differences in which the primary locus of developmental variation is sensitivity to individual information sources.",
keywords = "Psychology, pragmatics, language development, individual differences, cognitive modeling",
author = "Manuel Bohn and Schmidt, {Louisa S.} and Cornelia Schulze and Frank, {Michael C.} and Tessler, {Michael Henry}",
note = "Publisher Copyright: {\textcopyright} 2022 Massachusetts Institute of Technology.",
year = "2022",
month = dec,
day = "16",
doi = "10.1162/opmi_a_00069",
language = "English",
volume = "6",
pages = "311–326",
journal = "Open Mind",
issn = "2470-2986",
publisher = "MIT Press",

}

RIS

TY - JOUR

T1 - Modeling Individual Differences in Children’s Information Integration During Pragmatic Word Learning

AU - Bohn, Manuel

AU - Schmidt, Louisa S.

AU - Schulze, Cornelia

AU - Frank, Michael C.

AU - Tessler, Michael Henry

N1 - Publisher Copyright: © 2022 Massachusetts Institute of Technology.

PY - 2022/12/16

Y1 - 2022/12/16

N2 - Pragmatics is foundational to language use and learning. Computational cognitive models have been successfully used to predict pragmatic phenomena in adults and children – on an aggregate level. It is unclear if they can be used to predict behavior on an individual level. We address this question in children (N = 60, 3- to 5-year-olds), taking advantage of recent work on pragmatic cue integration. In Part 1, we use data from four independent tasks to estimate child-specific sensitivity parameters to three information sources: semantic knowledge, expectations about speaker informativeness, and sensitivity to common ground. In Part 2, we use these parameters to generate participant-specific trial-by-trial predictions for a new task that jointly manipulated all three information sources. The model accurately predicted children’s behavior in the majority of trials. This work advances a substantive theory of individual differences in which the primary locus of developmental variation is sensitivity to individual information sources.

AB - Pragmatics is foundational to language use and learning. Computational cognitive models have been successfully used to predict pragmatic phenomena in adults and children – on an aggregate level. It is unclear if they can be used to predict behavior on an individual level. We address this question in children (N = 60, 3- to 5-year-olds), taking advantage of recent work on pragmatic cue integration. In Part 1, we use data from four independent tasks to estimate child-specific sensitivity parameters to three information sources: semantic knowledge, expectations about speaker informativeness, and sensitivity to common ground. In Part 2, we use these parameters to generate participant-specific trial-by-trial predictions for a new task that jointly manipulated all three information sources. The model accurately predicted children’s behavior in the majority of trials. This work advances a substantive theory of individual differences in which the primary locus of developmental variation is sensitivity to individual information sources.

KW - Psychology

KW - pragmatics

KW - language development

KW - individual differences

KW - cognitive modeling

UR - https://www.mendeley.com/catalogue/e9ff3943-2ddc-3558-96cf-11b037d2834b/

UR - http://www.scopus.com/inward/record.url?scp=85147024572&partnerID=8YFLogxK

U2 - 10.1162/opmi_a_00069

DO - 10.1162/opmi_a_00069

M3 - Journal articles

C2 - 36993141

VL - 6

SP - 311

EP - 326

JO - Open Mind

JF - Open Mind

SN - 2470-2986

ER -

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Measuring Variation in Gaze Following Across Communities, Ages, and Individuals: A Showcase of TANGO-CC (Task for Assessing iNdividual differences in Gaze understanding-Open-Cross-Cultural)

Prein, J., Bednarski, F. M., Dzabatou, A., Frank, M. C., Henderson, A. M. E., Kalbitz, J., Kanngiesser, P., Kessafoglu, D., Koymen, B., Manrique-Hernandez, M. V., Magazi, S., Mujica-Manrique, L., Ohlendorf, J., Olaoba, D., Pieters, W. R., Pope-Caldwell, S., Sen, U., Slocombe, K., Sparks, R. Z., Stengelin, R., Sunderarajan, J., Sutherland, K., Tusiime, F., Vieira, W., Zhang, Z., Zong, Y., Haun, D. B. M. & Bohn, M., 01.2025, In: Advances in Methods and Practices in Psychological Science. 8, 1, 16 p.

Research output: Journal contributions › Journal articles › Research › peer-review

PREVIC: An adaptive parent report measure of expressive vocabulary in children between 3 and 8 years of age

Bohn, M., Prein, J., Engicht, J., Haun, D., Gagarina, N. & Koch, T., 03.2025, In: Behavior Research Methods. 57, 3, 12 p., 95.

Research output: Journal contributions › Journal articles › Research › peer-review

Mealtime Conversations Between Parents and Their 2-Year-Old Children in Five Cultural Contexts

Bohn, M., da Silva Vieira, W. F., Torréns, M. G., Kärtner, J., Itakura, S., Cavalcante, L., Haun, D., Köster, M. & Kanngiesser, P., 07.2024, In: Developmental Psychology. 60, 7, p. 1255-1268 14 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Understanding cultural variation in cognition one child at a time

Bohn, M., Fong, F. T. K., Pope-Caldwell, S., Stengelin, R. & Haun, D. B. M., 10.2024, In: Nature Reviews Psychology. 3, 10, p. 641-643 3 p.

Research output: Journal contributions › Comments / Debate / Reports › Research

Variation in gaze following across the life span: A process-level perspective

Prein, J. C., Maurits, L., Werwach, A., Haun, D. B. M. & Bohn, M., 11.2024, In: Developmental Science. 27, 6, 18 p., e13546.

Research output: Journal contributions › Journal articles › Research › peer-review

DOI

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