Language as a multimodal phenomenon: implications for language learning, processing and evolution

By Gabriella Vigliocco, Pamela Perniss, David P. Vinson. 2014

245 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Natural Language Processing, Multimodal Learning, Human-Computer Interaction

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jonathan May
2. Joyce Yue Chai
3. Mirella Lapata
4. Yoshua Bengio
5. Jesse Thomason
6. Angeliki Lazaridou
7. Yonatan Bisk

In Experimental and Cognitive Psychology

1. Xiang Ren
2. Joyce Yue Chai
3. Mirella Lapata
4. Yoshua Bengio
5. Jesse Thomason
6. Yonatan Bisk

In Natural Language Processing

1. Mohit Bansal
2. Yejin Choi
3. Graham Neubig
4. Mirella Lapata
5. Richard Socher
6. Xiang Ren
7. Jacob Andreas
8. Luke S. Zettlemoyer

In Multimodal Learning

1. Yonatan Bisk
2. Angeliki Lazaridou
3. Xiang Ren
4. Ramkant Nevatia
5. Ari Holtzman
6. Arka Sadhu
7. Joyce Yue Chai
8. Mirella Lapata

In Human-Computer Interaction

1. Ramkant Nevatia
2. Mirella Lapata
3. Yoshua Bengio
4. Liang Wang

Citations in the corpus

• Experience Grounds Language (2020, background): “There exists strong evidence that children require grounded sensory input, not just speech, to learn language (Sachs et al., 1981; O’Grady, 2005; Vigliocco et al., 2014).”
• Visually Grounded Continual Learning of Compositional Phrases (2020, background): “It has been suggested that humans ground perceptual 1 Code and data: https://github.com/INK-USC/ VisCOLL experience to semantically interpret symbols (Bisk et al., 2020; Harnad, 1990; Vigliocco et al., 2014).”