Scaling cross-situational word learning on children's naturalistic experiences

Overview

arXiv:2610.31842v1 Announce Type: new Abstract: How do children learn the meanings of the simple, concrete words that form a majority of their early vocabulary? Statistical information about many word meanings can be recovered from the gradual accumulation of information about the co-occurrence of words with their referents, a proposal known as ``cross-situational learning''. Contrastive vision--language models allow this learning strategy to be tested on egocentric video data capturing children

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