Language learning with restricted input: Case studies of two hearing children of deaf parents

By J. Sachs, B. Bard, Marie L. Johnson. 1981

How researchers see this paper

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

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).”
Learning to Play Guess Who? and Inventing a Grounded Language as a Consequence (2016, methodology): “The idea of DQN is to represent the Q-function by using a neural network parameterised by θ , i.e., to ﬁnd Q ( s, u ; θ ) which approximates the value Q ∗ ( s, u ) for all state-action pairs.”
Television and Very Young Children (2005, background): “In a case study reviewed by Naigles and Mayeux (2001), Sachs, Bard, and Johnson (1981) analyzed the speech of a 3-year-old boy with deaf parents whose only exposure to spoken English was via television.”
Mind's Eye: Grounded Language Model Reasoning through Simulation (2022, background): “Inspired by the evidence that humans require sensory perception for grounded reasoning (Sachs et al., 1981), previous work has tried to augment text inputs to LMs with audio signals (Tsai et al.”
Grounding Language in Play (2020, background): “More broadly, children learn language in the context of a rich, relevant, sensorimotor experience (Sachs et al., 1981; Smith and Gasser, 2005).”