One of the most important communicative skills children have to learn is to engage in meaningful conversations with people around them. At the heart of this learning lies the mastery of contingency, i.e., the ability to contribute to an ongoing exchange in a relevant fashion (e.g., by staying on topic). Current research on this question relies on the manual annotation of a small sample of children, which limits our ability to draw general conclusions about development. Here, we propose to mitigate the limitations of manual labor by relying on automatic tools for contingency judgment in children’s early natural interactions with caregivers. Drawing inspiration from the field of dialogue systems evaluation, we built and compared several automatic classifiers. We found that a Transformer-based pre-trained language model – when fine-tuned on a relatively small set of data we annotated manually (around 3,500 turns) – provided the best predictions. We used this model to automatically annotate, new and large-scale data, almost two orders of magnitude larger than our fine-tuning set. It was able to replicate existing results and generate new data-driven hypotheses. The broad impact of the work is to provide resources that can help the language development community study communicative development at scale, leading to more robust theories.

Existing studies of naturally occurring language-in-interaction have largely focused on the two ends of the developmental spectrum, i.e., early childhood and adulthood, leaving a gap in our knowledge about how development unfolds, especially across middle childhood. The current work contributes to filling this gap by introducing CHICA (for Child Interpersonal Communication Analysis), a developmental corpus of child-caregiver conversations at home, involving groups of French-speaking children aged 7, 9, and 11 years old. Each dyad was recorded twice: once in a face-to-face setting and once using computer-mediated video calls. For the face-to-face settings, we capitalized on recent advances in mobile, lightweight eye-tracking and head motion detection technology to optimize the naturalness of the recordings, allowing us to obtain both precise and ecologically valid data. Further, we mitigated the challenges of manual annotation by relying – to the extent possible – on automatic tools in speech processing and computer vision. Finally, to demonstrate the richness of this corpus for the study of child communicative development, we provide preliminary analyses comparing several measures of child-caregiver conversational dynamics across developmental age, modality, and communicative medium. We hope the current corpus will allow new discoveries into the properties and mechanisms of multimodal communicative development across middle childhood.

The acquisition of grammar has been a central question to adjudicate between theories of language acquisition. In order to conduct faster, more reproducible, and larger-scale corpus studies on grammaticality in child-caregiver conversations, tools for automatic annotation can offer an effective alternative to tedious manual annotation. We propose a coding scheme for context-dependent grammaticality in child-caregiver conversations and annotate more than 4,000 utterances from a large corpus of transcribed conversations. Based on these annotations, we train and evaluate a range of NLP models. Our results show that fine-tuned Transformer-based models perform best, achieving human inter-annotation agreement levels. As a first application and sanity check of this tool, we use the trained models to annotate a corpus almost two orders of magnitude larger than the manually annotated data and verify that children’s grammaticality shows a steady increase with age. This work contributes to the growing literature on applying state-of-the-art NLP methods to help study child language acquisition at scale.

Abstract Large Language Models (LLMs) and humans acquire knowledge about language without direct supervision. LLMs do so by means of specific training objectives, while humans rely on sensory experience and social interaction. This parallelism has created a feeling in NLP and cognitive science that a systematic understanding of how LLMs acquire and use the encoded knowledge could provide useful insights for studying human cognition. Conversely, methods and findings from the field of cognitive science have occasionally inspired language model development. Yet, the differences in the way that language is processed by machines and humans—in terms of learning mechanisms, amounts of data used, grounding and access to different modalities—make a direct translation of insights challenging. The aim of this edited volume has been to create a forum of exchange and debate along this line of research, inviting contributions that further elucidate similarities and differences between humans and LLMs.

Recent advances in vision-and-language modeling have seen the development of Transformer architectures that achieve remarkable performance on multimodal reasoning tasks.Yet, the exact capabilities of these black-box models are still poorly understood.While much of previous work has focused on studying their ability to learn meaning at the word-level, their ability to track syntactic dependencies between words has received less attention.We take a first step in closing this gap by creating a new multimodal task targeted at evaluating understanding of predicate-noun dependencies in a controlled setup.We evaluate a range of state-of-the-art models and find that their performance on the task varies considerably, with some models performing relatively well and others at chance level.In an effort to explain this variability, our analyses indicate that the quality (and not only sheer quantity) of pretraining data is essential.Additionally, the best performing models leverage fine-grained multimodal pretraining objectives in addition to the standard image-text matching objectives.This study highlights that targeted and controlled evaluations are a crucial step for a precise and rigorous test of the multimodal knowledge of vision-and-language models.

Children learn the meaning of words and sentences in their native language at an impressive speed and from highly ambiguous input.To account for this learning, previous computational modeling has focused mainly on the study of perception-based mechanisms like cross-situational learning.However, children do not learn only by exposure to the input.As soon as they start to talk, they practice their knowledge in social interactions and they receive feedback from their caregivers.In this work, we propose a model integrating both perception-and production-based learning using artificial neural networks which we train on a large corpus of crowd-sourced images with corresponding descriptions.We found that production-based learning improves performance above and beyond perception-based learning across a wide range of semantic tasks including both word-and sentence-level semantics.In addition, we documented a synergy between these two mechanisms, where their alternation allows the model to converge on more balanced semantic knowledge.The broader impact of this work is to highlight the importance of modeling language learning in the context of social interactions where children are not only understood as passively absorbing the input, but also as actively participating in the construction of their linguistic knowledge.

Infants spontaneously discover the relevant phonemes of their language without any direct supervision.This acquisition is puzzling because it seems to require the availability of high levels of linguistic structures (lexicon, semantics), that logically suppose the infants having a set of phonemes already.We show how this circularity can be broken by testing, in realsize language corpora, a scenario whereby infants would learn approximate representations at all levels, and then refine them in a mutually constraining way.We start with corpora of spontaneous speech that have been encoded in a varying number of detailed context-dependent allophones.We derive, in an unsupervised way, an approximate lexicon and a rudimentary semantic representation.Despite the fact that all these representations are poor approximations of the ground truth, they help reorganize the fine grained categories into phoneme-like categories with a high degree of accuracy.

We summarize the accomplishments of a multi-disciplinary workshop exploring the computational and scientific issues surrounding zero resource (unsupervised) speech technologies and related models of early language acquisition. Centered around the tasks of phonetic and lexical discovery, we consider unified evaluation metrics, present two new approaches for improving speaker independence in the absence of supervision, and evaluate the application of Bayesian word segmentation algorithms to automatic subword unit tokenizations. Finally, we present two strategies for integrating zero resource techniques into supervised settings, demonstrating the potential of unsupervised methods to improve mainstream technologies.