Recent laboratory experiments have shown that both infant and adult learners can acquire word-referent mappings using cross-situational statistics. The vast majority of the work on this topic has used unfamiliar objects presented on neutral backgrounds as the visual contexts for word learning. However, these laboratory contexts are much different than the real-world contexts in which learning occurs. Thus, the feasibility of generalizing cross-situational learning beyond the laboratory is in question. Adapting the Human Simulation Paradigm, we conducted a series of experiments examining cross-situational learning from children's egocentric videos captured during naturalistic play. Focusing on individually ambiguous naming moments that naturally occur during toy play, we asked how statistical learning unfolds in real time through accumulating cross-situational statistics in naturalistic contexts. We found that even when learning situations were individually ambiguous, learners’ performance gradually improved over time. This improvement was driven in part by learners’ use of partial knowledge acquired from previous learning situations, even when they had not yet discovered correct word-object mappings. These results suggest that word learning is a continuous process by means of real-time information integration.

中文翻译：

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从模棱两可的以自我为中心的输入中进行跨情境学习是一个持续的过程：使用人类模拟范式的证据

最近的实验室实验表明，婴儿和成人学习者都可以使用跨情境统计来获得词指涉映射。关于这个主题的绝大多数工作都使用在中性背景上呈现的陌生物体作为单词学习的视觉上下文。然而，这些实验室环境与学习发生的现实环境有很大不同。因此，在实验室之外推广跨情境学习的可行性受到质疑。根据人类模拟范式，我们进行了一系列实验，检查从自然游戏过程中捕捉到的儿童以自我为中心的视频中的跨情境学习。专注于玩具游戏过程中自然发生的个别模糊命名时刻，我们询问了统计学习如何通过在自然环境中积累跨情境统计数据来实时展开。我们发现，即使学习情况个别不明确，学习者的表现也会随着时间的推移逐渐提高。这种改进部分是由于学习者使用从以前的学习情况中获得的部分知识，即使他们还没有发现正确的词对象映射。这些结果表明，单词学习是一个通过实时信息集成的持续过程。即使他们还没有发现正确的词对象映射。这些结果表明，单词学习是一个通过实时信息集成的持续过程。即使他们还没有发现正确的词对象映射。这些结果表明，单词学习是一个通过实时信息集成的持续过程。