Towards a Theory Grounded Theory of Language

Prince, Christopher G. and Mislivec, Eric J. and Kosolapov, Oleksandr V. and Lykken, Troy R. (2002) Towards a Theory Grounded Theory of Language. [Conference Poster] (In Press)

Full text available as:

[img] Other
[img] PDF


In this paper, we build upon the idea of theory grounding and propose one specific form of theory grounding, a theory of language. Theory grounding is the idea that we can imbue our embodied artificially intelligent systems with theories by modeling the way humans, and specifically young children, develop skills with theories. Modeling theory development promises to increase the conceptual and behavioral flexibility of these systems. An example of theory development in children is the social understanding referred to as “theory of mind.” Language is a natural task for theory grounding because it is vital in symbolic skills and apparently necessary in developing theories. Word learning, and specifically developing a concept of words, is proposed as the first step in a theory grounded theory of language.

Item Type:Conference Poster
Keywords:symbol grounding, developmental robotics, language learning, theory of mind
Subjects:Computer Science > Artificial Intelligence
Computer Science > Language
Computer Science > Robotics
Psychology > Developmental Psychology
ID Code:2222
Deposited By: Prince, Christopher
Deposited On:23 May 2002
Last Modified:11 Mar 2011 08:54

References in Article

Select the SEEK icon to attempt to find the referenced article. If it does not appear to be in cogprints you will be forwarded to the paracite service. Poorly formated references will probably not work.

[1]Astington, J. W. & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35, 1311-1320.

[2]Bloom, L. (2000). The intentionality model of word learning: How to learn a word, any word. In R. M. Golinkoff et al. (Eds), Becoming a Word Learner: A Debate on Lexical Acquisition (pp. 19-50). New York: Oxford University Press.

[3]Breazeal, C. & Scassellati, B. (2000). Infant-like social interactions between a robot and a human caregiver. Adaptive Behavior, 8, 49-74.

[4]Brooks, R. A. (1999). Cambrian Intelligence: The Early History of the New AI. Cambridge, MA: MIT Press.

[5]Brooks, R. A., Breazeal, C., Marjanoviæ, M., Scassellati, B., & Williamson, M. M. (1999). The Cog project: Building a humanoid robot. In C. L. Nehaniv (Ed.), Computation for Metaphors, Analogy and Agents (pp. 52-87). Volume 1562 of Springer Lecture Notes in Artificial Intelligence. Springer-Verlag.

[6]Butterworth, G. & Jarrett, N. (1991). What minds have in common is space: Spatial mechanisms serving joint visual attention in infancy. British Journal of Developmental Psychology, 9, 55-72.

[7]Carey, S. (1978). The child as word learner. In: M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic Theory and Psychological Reality (pp. 264-293). Cambridge, MA: MIT Press.

[8]Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In: S. Carey & R. Gelman (Eds.), The Epigenesis of Mind (pp. 257-291). Hillsdale, NJ: Lawrence Erlbaum.

[9]Dennett, D. (1995). Darwin’s Dangerous Idea. New York: Simon & Schuster.

[10]Dunn, J. & Dale, N. (1984). I a daddy: 2-year-olds’ collaboration in joint pretend with sibling and with mother. In I. Bretherton (Ed.), Symbolic Play. New York: Academic Press.

[11]Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking Innateness: A Connectionist Perspective on Development. Cambridge, MA: MIT Press.

[12]Fodor, J. A. & Pylyshyn, Z. W. (1988). Connectionism and cognitive architecture: A critical analysis. Cognition, 28, 3-71.

[13]Golinkoff, R. M. & Hirsh-Pasek, K. (1999). How Babies Talk. New York: Plume.

[14]Golinkoff, R. M., Mervis, C. B., & Hirsh-Pasek, K. (1994). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 21, 125-155.

[15]Gopnik, A. & Meltzoff, A. (1987). The development of categorization in the second year and its relation to other cognitive and linguistic developments. Child Development, 58, 1523-1531.

[16]Gopnik, A. & Meltzoff, A. N. (1992). Categorization and naming: Basic level sorting in eighteen-month-olds and its relation to language. Child Development, 63, 1091-1103.

[17]Gopnik, A. & Meltzoff, A. N. (1997). Words, Thoughts, and Theories. Cambridge, MA: MIT Press.

[18]Haith, M. M. (1998). Who put the cog in infant cognition? Is rich interpretation too costly? Infant Behavior & Development, 21, 167-179.

[19]Harnad, S. (1990). The symbol grounding problem. Physica D, 42, 335-346.

[20]Hennon, E. A., Slutzky, C. B., Sootsman, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2001). Reconciling competing theories of word learning: Developmental changes from 10 to 24 months. Poster presented at the Biennial Meeting of the Society for Research in Child Development, April 2001, Minneapolis, MN.

[21]Hirsh-Pasek, K., Golinkoff, R. M., & Hennon, E. A. (submitted). The birth of words.

[22]Hollich, G. J. (1999). Mechanisms of Word Learning: A Computational Model. Unpublished Doctoral Dissertation, Temple University, Philadelphia, PA.

[23]Hollich, G. J., Hirsh-Pasek, K., & Golinkoff, R. M. (2000). Breaking the language barrier: An emergentist coalition model for the origins of language learning. Monographs of the Society for Research in Child Development, Serial No. 262, Vol. 65, No. 3.

[24]Karmiloff-Smith, A. (1979). A Functional Approach to Child Language: A Study of Determiners and Reference. New York: Cambridge University Press.

[25]Kirsh, D. (1991). Today the earwig, tomorrow man? Artificial Intelligence, 47, 161-184.

[26]Klahr, D. (1995). Computational models of cognitive change: The state of the art. In: T. J. Simon & G. S. Halford (Eds.), Developing Cognitive Competence: New Approaches to Process Modeling (pp. 355-375). Hillsdale, NJ: Lawrence Erlbaum.

[27]Kozima, H. & Yano, H. (2001). A robot that learns to communicate with human caregivers. The First International Workshop on Epigenetic Robotics: Modeling Cognitive Development in Robotic Systems, Sept 17-18, in Lund, Sweden.

[28]MacDorman, K. F. (1999). Grounding symbols through sensorimotor integration. Journal of the Robotics Society of Japan, 17, 20-24.

[29]Mervis, C. B. & Bertrand, J. (1994). Acquisition of the novel name-nameless category (N3C) principle. Child Development, 65, 1646-1662.

[30]Perner, J. (1988). Developing semantics for theories of mind: From propositional attitudes to mental representation. In: J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing Theories of Mind (pp. 141-172). New York: Cambridge University Press.

[31]Plaut, D. C. & Karmiloff-Smith, A. (1993). Representational development and theory-of-mind computations. Behavioral and Brain Sciences, 16, 70-71.

[32]Premack, D. & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 515-526.

[33]Prince, C. G. (2001). Theory grounding in embodied artificially intelligent systems. The First International Workshop on Epigenetic Robotics: Modeling Cognitive Development in Robotic Systems, held Sept 17-18, in Lund, Sweden.

[34]Prince, C. G. & Mislivec, E. J. (2001). Humanoid theory grounding. The IEEE-RAS International Conference on Humanoid Robots, held 22 to 24 November at Waseda University, Tokyo, Japan.

[35]Roy, D. K. (1999). Learning Words from Sights and Sounds: A Computational Model. Unpublished Doctoral Dissertation, Massachusetts Institute of Technology.

[36]Scassellati, B. (2000). Theory of mind for a humanoid robot. Paper presented at The First IEEE/RAS International Conference on Humanoid Robotics.

[37]Scassellati, B. (2000). Investigating models of social development using a humanoid robot. In: B. Webb & T. Consi (Eds.), Biorobotics. Cambridge, MA: MIT Press.

[38]Steels, L. & Kaplan, F. (in press). AIBO’s first words: The social learning of language and meaning. Evolution of Communication, 4(1).

[39]Tomasello, M. (1988). The role of joint attentional processes in early language development. Language Sciences, 10, 69-88.

[40]Tomasello, M. & Farrar, J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

[41]Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. In M. M. Bullowa (Ed.), Before Speech: The Beginning of Interpersonal Communication (pp. 321-348). New York: Cambridge University Press.

[42]Wellman, H. M. (1990). The Child’s Theory of Mind. Cambridge, MA: MIT Press.

[43]Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.


Repository Staff Only: item control page