Purpose: | Test how adult learners generalize to different verb-concepts from a small number of stimulus-utterance pairs |
Procedure: | 50 adult subjects from the MIT community will perform a psycholinguistic experiment at a location of their choosing within the MIT campus. Each subject, in the experimenter's presence, will use a computer to access a URL (http://web.mit.edu/niyogi/www/expt/expt.htm) which explains the task and requests their informed consent.
In accordance with MIT's COUHES, this URL explains:
No audiotaping or videotaping will be used. All consent forms and data will be secured by the principal investigator. Training: For a particular novel verb, subjects are shown 3 training stimuli (see Stimuli below) paired with utterances of one of the following forms: (a) Transitive: "X is Ving Y", supporting causative or unergative verb syntax (b) Intransitive: "Y is Ving", supporting causative or unaccusative verb syntax All stimuli have only one interval of stuff happening (no "result"), so there is no temporal uncertainty Some stimuli have two "accidental" discernable actions going on (e.g. rub-lower1 shows rubbing and lowering of a balloon) while others are "generic" (e.g. lower1 has only lowering) Test: Subjects are shown 4 test stimuli and asked either (a) "Is X Ving Y?" or (b) "Is Y Ving?" in the same 'frame' as the training stimuli.(No generalization across syntactic frames tested). Test stimuli are either generic examples of what the training examples have in common (lifting), a more general concept (holding/moving) or are superficially similar to one or more of the training stimuli (rubbing) |
Hypotheses: | (1) Learners will use what the training examples
have in common, rather than similarity to the training examples, to arrive
at a verb-concept mapping used in judging test stimuli
Predictions in line with this hypothesis are shown in yellow below (2) Learners will use syntax to guide their semantic concepts. Given the same training stimuli but different utterance forms (see 1/2,3/4, 9/10), learners fit different conceptual bits. The unaccusative/causative concept learning problem will involve a smaller # of bits than for the unergative concept learning problem |
Subjects | Pilot on 10 adults, max 30 mins per subject. |
Results | Results
are summarized as % of subjects who classified test stimuli as falling
under verb concept inferred from training examples.
A perfect fit to our hypothesis would have 100% - 1, 0% - 0 for our predictions |
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Novel Verb | Train Syntax | Training 1 | Training 2 | Training 3 | Test Syntax | Test 1 | Test 2 | Test 3 | Test 4 | Most Likely Concept | Pred 1 | Pred 2 | Pred 3 | Pred 4 |
1 | gorping | Transitive | rub-lower1 | rub-lower2 | rub-lower3 | Transitive | lower2 | rubontable1 | rub-raise2 | pat-lower2 | rub, lower | 0 | 1 | 1 | 0 |
2 | pilking | Intrans | rub-lower1 | rub-lower2 | rub-lower3 | Intrans | lower2 | rubontable1 | rub-raise2 | pat-lower2 | lower | 1 | 0 | 0 | 1 |
3 | karbing | Transitive | rubontable2 | rub-lower3 | rub-raise1 | Transitive | lower1 | rubinmidair2 | rub-lower2 | pat-lower4 | rub | 0 | 1 | 1 | 0 |
4 | prigging | Intrans | rubontable2 | rub-lower3 | rub-raise1 | Intrans | lower1 | rubinmidair2 | rub-lower2 | pat-lower4 | - | 0 | 0 | 0 | 0 |
5 | jilfing | Transitive | rub-lower1 | pat-lower1 | pat-lower2 | Transitive | lower3 | pat-inmidair | rub-lower3 | pat-lower3 | lower | 1 | 0 | 1 | 1 |
6 | rilting | Transitive | lower1 | lower2 | lower3 | Transitive | lower4 | raise-hold1 | moveforward | pat-lower1 | lower | 1 | 0 | 0 | 1 |
7 | toving | Transitive | rubinmidair1 | rubinmidair2 | rubontable1 | Transitive | rubontable2 | hold-midair | pat-inmidair | rub-raise1 | rub | 1 | 0 | 1 | 0 |
8 | vabing | Transitive | lower1 | raise | hold-midair | Transitive | hold-midair2 | lower1 | raise-hold2 | touch1 | hold | 1 | 0 | 1 | 0 |
9 | gimming | Transitive | lower2 | raise | raise-hold2 | Transitive | hold-midair | raise-hold3 | lower5 | touch1 | hold, move | 1 | 1 | 0 | 0 |
10 | goving | Intrans | lower2 | raise | raise-hold2 | Intrans | hold-midair | raise-hold3 | lower5 | touch1 | move | 0 | 1 | 1 | 0 |
11 | rebing | Transitive | roll1 | roll2 | rollback1 | Transitive | roll3 | rotateinmidair1 | flipover2 | spinning | roll | 1 | 0 | 0 | 1 |
12 | yarging | Transitive | roll4 | rotateinmidair1 | rotateontable | Transitive | rollback3 | rotateinmidair4 | flipover2 | spinning | rotate | 1 | 1 | 0 | 1 |
13 | serbing | Transitive | raise | rotateinmidair5 | spin2 | Transitive | lower1 | rollback3 | touching1 | rest | move | 1 | 1 | 0 | 0 |
Procedure: | Same
as above, but now we introduce temporal uncertainty. In Expt 1 stimuli
have 1 interval, in Expt 2 stimuli have 2-3 distinct intervals (+1-2 instant).
The verb could be referring to the first interval, the second interval, both intervals, the transition out of the first interval, or into the second interval -- the learner doesn't know. A rational learner, given this uncertainty, would use all the available evidence -- with 1 example, all concepts may be equally supported (or learners could have priors on which concepts should be preferred).With more than 1 example, however, a rational learner could let each interval (or combination of interval/instants) vote for each hypothesis -- the hypothesis most voted for would be most likely concept. Training: Shown below, but now 4 examples are provided so that the "target" concept is the first interval in half the training stimuli, the second interval in the other half. Training stimuli order is randomized Test: Same as above, test stimuli order randomized from below.Test 1 is "most likely" concept, test 2 and 3 superficially similar to training, test 4 is "potpourri" to balance |
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# | Novel Verb | Train Syntax | Training 1 | Training 2 | Training 3 | Training 4 | Test Syntax | Test 1 | Test 2 | Test 3 | Test 4 | Most Likely Concept | Pred 1 | Pred 2 | Pred 3 | Pred 4 | Train | Test |
14 | farbing | Transitive | lift-drop(-bounce) | grab-lift | raise-lower | grab-lift(-drop) | Transitive | raise | grab(-lift) | (hold-flip-hold)-drop | pat-lift1 | lift | y | n | n | y | 1234 | 4321 |
15 | barping | Transitive | hold-lower(-raise-lower | hold-flip(-hold) | (hold-)flip-hold(-drop) | Transitive | hold-midair | lower1 | flipping | rollpatforward | hold | y | y | n | n | 2341 | 3214 | |
16 | parging | Transitive | grab-flip(-fall) | (grab-)flip-grab | grab-lift | (lift-drop-)bounce-grab | Transitive | grab-lift | flipping | raise | catch | grab | y | n | n | y | 3412 | 2143 |
17 | beeling | Transitive | removefrombox-rest | throw-remove | removepushintopot | rolltobox-remove | Transitive | removefrompot | throw | pushontable | removefrombox-rest2 | remove | y | n | n | y | 4123 | 1432 |
18 | yeeping | Transitive | rolltobox-remove | grab-flip(-fall) | rotating-drop | hold-flip(-hold) | Transitive | rotateinmidair4 | removefrombox | grab(-lift) | roll4 | rotate | y | n | n | y | 1234 | 4321 |
Legend | rub | pat | lift/raise | lower | fall | hold | rest | touch | roll | rotate/flip | spin | move/go | bounce | catch | grab | drop | hit | pop | throw | fling | punch | push/pull | put | remove | shake | slide | squeeze |
Generic Representative Example | rubinmidair1 | pat-inmidair | raise | lower1 | fall1 | hold-midair | rest | touch1 | roll1 | rotateinmidair1 | spin2 | moveforward | bouncing | catch | grab-lift | rotating-drop | hitting1 | pop | throw | flinging | punch-fall | push-letgo | putinbox | removefrombox | shaking | slide2 | squeeze-midair |
Accidental Example | rubinmidair2 | patontable1 | raise-hold1 | lower2 | fall2 | hold-midair2 | rest2 | touching1 | roll2 | rotateinmidair2 | spinning | moving | bouncing2 | throwup-catch | grab-flip-fall | grab-lift-drop | hitting3 | throw2 | flinging2 | push-letgo2 | putinbox2 | removefromboxtop | shaking2 | slideback | squeeze-midair2 | ||
Generic, Temporally Uncertain | rubontable1 | patontable2 | raise-hold2 | lower3 | fall3 | hold-ontable | fallrest | roll3 | rotateinmidair3 | spinonbox | blow-move | bouncing3 | throwing-catching | grab-flip-grab | hold-flip-hold-drop | throw3 | propel | push-letgo3 | putinpot | removefrompot | shaking3 | slidebox | |||||
rubontable2 | pat-lift1 | raise-hold3 | lower4 | fall4 | hold-flip-hold | rest-blow-move | roll4 | rotateinmidair4 | spin-catch | moving-forward-and-backward | bouncing4 | throwing-catching2 | grab-lift-drop | throw4 | push-letgo4 | putonbox | removefrompot2 | shaking4 | slidein-andout-ofbox | ||||||||
rub-lift1 | pat-lift2 | pat-lift1 | lower5 | fall5 | hold-flip-hold-drop | roll5 | rotateinmidair5 | bouncing5 | throwing-catching3 | throwing-catching | pushletgo5 | putonbox2 | removepushintopot | ||||||||||||||
rub-lower1 | pat-lower1 | pat-lift2 | pat-lower1 | fall6 | hold-lower-raise-lower | rollback1 | rotateinmidair6 | bouncing6 | throwing-catching4 | throwing-catching2 | pushontable | rolltobox-remove | |||||||||||||||
rub-lower2 | pat-lower2 | rub-lift1 | pat-lower2 | fall7 | rollback2 | rotateinmidair7 | bouncing7 | throwing-catching5 | throwing-catching3 | pushontable2 | throwinpot-remove | ||||||||||||||||
rub-lower3 | pat-lower3 | rub-raise1 | pat-lower3 | fallrest | rollback3 | rotating-around | throw-bounce | throwing-catching4 | push-ontable3 | throw-remove | |||||||||||||||||
rub-raise1 | pat-lower4 | rub-raise2 | pat-lower4 | grab-flip-fall | rollforward1 | rotating-drop | throwing-catching5 | push-ontable4 | throw-remove2 | ||||||||||||||||||
rub-raise2 | pat-raise1 | lift-drop-bounce | rub-lower1 | punch-fall | rollpatforward | rotateontable | throwatpot-miss | push-holding | removefrombox-rest | ||||||||||||||||||
pat-raise2 | lift-drop-bounce-grab | rub-lower2 | rolltobox-remove | rotateontable2 | throw-bounce | pullontable | removefrombox-rest2 | ||||||||||||||||||||
rollpatforward | lift-dropbouncegrab2 | rub-lower3 | roll-atpot | rotateontable | throwinbox | push-pull | |||||||||||||||||||||
grab-lift | raise-lower | rollintobox2 | flipover2 | throwinpot-remove | removepushintopot | ||||||||||||||||||||||
grab-lift-drop | flipover3 | throwintobox | pushletgotwice | ||||||||||||||||||||||||
lift-drop1 | flipping | throwintopot | pushfromboxontotable | ||||||||||||||||||||||||
raise-lower | grab-flip-fall | throw-remove | pushfromboxontotable2 | ||||||||||||||||||||||||
hold-lower-raise-lower | grab-flip-grab | throw-remove2 | pushfromboxtopintopot | ||||||||||||||||||||||||
hold-flip-hold | throwup-catch | ||||||||||||||||||||||||||
hold-flip-hold-drop |