The Effects of Feature-Label-Order and Their Implications for Symbolic Learning
Version of Record online: 29 JAN 2010
Copyright © 2010 Cognitive Science Society, Inc.
Volume 34, Issue 6, pages 909–957, August 2010
How to Cite
Ramscar, M., Yarlett, D., Dye, M., Denny, K. and Thorpe, K. (2010), The Effects of Feature-Label-Order and Their Implications for Symbolic Learning. Cognitive Science, 34: 909–957. doi: 10.1111/j.1551-6709.2009.01092.x
- Issue online: 3 AUG 2010
- Version of Record online: 29 JAN 2010
- Received 29 October 2008; received in revised form 4 November 2009; accepted 9 November 2009
- Computational modeling;
Symbols enable people to organize and communicate about the world. However, the ways in which symbolic knowledge is learned and then represented in the mind are poorly understood. We present a formal analysis of symbolic learning—in particular, word learning—in terms of prediction and cue competition, and we consider two possible ways in which symbols might be learned: by learning to predict a label from the features of objects and events in the world, and by learning to predict features from a label. This analysis predicts significant differences in symbolic learning depending on the sequencing of objects and labels. We report a computational simulation and two human experiments that confirm these differences, revealing the existence of Feature-Label-Ordering effects in learning. Discrimination learning is facilitated when objects predict labels, but not when labels predict objects. Our results and analysis suggest that the semantic categories people use to understand and communicate about the world can only be learned if labels are predicted from objects. We discuss the implications of this for our understanding of the nature of language and symbolic thought, and in particular, for theories of reference.