| Abstract | This paper uses an unsupervised model of grounded language acquisition to study the role that social cues play in language acquisition . |
| Introduction | From learning sounds to learning the meanings of words, social interactions are extremely important for children’s early language acquisition (Baldwin, 1993; Kuhl et al., 2003). |
| Introduction | In order to study the role that social cues play in language acquisition , this paper presents a structured statistical model of |
| Introduction | Thus, this work is consistent with a view of language acquisition in which children learn to learn, discovering organizing principles for how language is organized and used socially (Baldwin, 1993; Hollich et al., 2000; Smith et al., 2002). |