Modelling social learning of language and skills

P Vogt, E.W. Haasdijk

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.
Original languageEnglish
Pages (from-to)289-309
Number of pages20
JournalArtificial life
Volume16
Issue number4
DOIs
Publication statusPublished - 2010

Fingerprint

Forms (concrete)
Scaffolds
Language
Learning
Language Development
Food
Social Learning
Social Skills
Experiments
Population

Cite this

Vogt, P ; Haasdijk, E.W. / Modelling social learning of language and skills. In: Artificial life. 2010 ; Vol. 16, No. 4. pp. 289-309.
@article{b0d9b1c5934d43eaac08a15ce3031e3c,
title = "Modelling social learning of language and skills",
abstract = "We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.",
author = "P Vogt and E.W. Haasdijk",
year = "2010",
doi = "10.1162/artl_a_00007",
language = "English",
volume = "16",
pages = "289--309",
journal = "Artificial life",
issn = "1064-5462",
publisher = "MIT Press Journals",
number = "4",

}

Modelling social learning of language and skills. / Vogt, P; Haasdijk, E.W.

In: Artificial life, Vol. 16, No. 4, 2010, p. 289-309.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Modelling social learning of language and skills

AU - Vogt, P

AU - Haasdijk, E.W.

PY - 2010

Y1 - 2010

N2 - We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.

AB - We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.

U2 - 10.1162/artl_a_00007

DO - 10.1162/artl_a_00007

M3 - Article

VL - 16

SP - 289

EP - 309

JO - Artificial life

JF - Artificial life

SN - 1064-5462

IS - 4

ER -