Learning Words from Knowledgeable versus Ignorant Speakers: Links Between Preschoolers' Theory of Mind and Semantic Development
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
- Candidate categories
- Meta-epidemiology (narrow), Insufficient payload (model declined to judge)
- Consensus categories
- Insufficient payload (model declined to judge)
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: ObservationalConsensus signal: none
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.518
- Threshold uncertainty score
- 1.000
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.244 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
Two studies addressed whether children consider speakers' knowledge states when establishing initial word-referent links. In Study 1, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed either knowledge or ignorance about the words' referents. Children showed better word learning when the speaker was knowledgeable. In Study 2, forty-eight 3- and 4-year-olds were taught two novel words by a speaker who expressed uncertainty about their referents. Whether the uncertainty truly reflected ignorance, however, differed across conditions. In one condition, the speaker said he made the object himself and thus, he was knowledgeable. In the other condition, the speaker stated that the object was made by a friend and thus, expressed ignorance about it. Four-year-olds learned better in the speaker-made than in the friend-made condition; 3-year-olds, however, showed relatively poor learning in both conditions. These findings suggest that theory-of-mind developments impact word learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Child Development
- Topic
- Child and Animal Learning Development
- Field
- Psychology
- Canadian institutions
- Queen's University
- Funders
- National Science Foundation
- Keywords
- PsychologyReferentIgnoranceTheory of mindObject (grammar)Cognitive psychologyLinguisticsMetacognitionVocabulary developmentSemantics (computer science)Developmental psychologyCognitionTeaching methodMathematics education
- Has abstract in OpenAlex
- yes