Date Added: Apr 2010
The authors present a computational model of language learning via a sequence of interactions between a teacher and a learner. The utterances of the teacher and learner refer to shared situations, and the learner uses cross-situational correspondences to learn to comprehend the teacher's utterances and produce appropriate utterances of its own. They show that in this model the teacher and learner come to be able to understand each other's meanings. Moreover, the teacher is able to produce meaning-preserving corrections of the learner's utterances, and the learner is able to detect them.