Zipfian distributions facilitate children's learning of novel word-referent mappings

Abstract

The word-frequency distributions children hear during language learning are highly skewed (Zipfian). Previous studies suggest that such skewed environments confer a learnability advantage in tasks that require the learner to discover the units that have to be learned, as in word-segmentation or cross-situational learning. This facilitative effect has been attributed to contextual facilitation from high frequency items in learning lower frequency items, and to better learning under the increased predictability (lower entropy) of skewed distributions. Here, we ask whether Zipfian distributions facilitate learning beyond the discovery of units, as expected under the predictability account. We tested children's learning of novel word-referent mappings in a learning task where each mapping was presented in isolation during training, and did not need to be dicovered. We compared learning in a uniform environment to two skewed environments with different entropy levels. Children's learning was overall better in the two skewed environments, also for low frequency items. These results extend the facilitative effect of Zipfian distributions to additional learning tasks and show they can facilitate learning beyond the discovery of units.