Towards a spatial language for mobile robots

We present a framework and first set of simulations for evolving a language for communicating about space. The framework comprises two components: (1) An established mobile robot platform, RatSLAM, which has a "brain" architecture based on rodent hippocampus with the ability to integrate visual and odometric cues to create internal maps of its environment. (2) A language learning system based on a neural network architecture that has been designed and implemented with the ability to evolve generalizable languages which can be learned by naive learners. A study using visual scenes and internal maps streamed from the simulated world of the robots to evolve languages is presented. This study investigated the structure of the evolved languages showing that with these inputs, expressive languages can effectively categorize the world. Ongoing studies are extending these investigations to evolve languages that use the full power of the robots representations in populations of agents.

Language change in socially structured populations

Language contact is a significant external social factor that impacts on the change in natural languages over time. In some circumstances this corresponds to language competition, in which individuals in a population choose one language over another based on their social interactions. We investigated the dynamics of language change in two initially separate populations of agents that were then mixed with levels of influence determined by the social classes of the two populations, with 16 different combinations tested. As expected, the study found that how the communities interact with each other impacts on the communal language developed. However, it was also found that the acquisition of new words was substantial even with limited interaction between populations and low levels of influence, and that comprehension could be well established across language groups even when production of words from the other language group was low.

Language and literacy in mathematics: stepping stones or stumbling blocks in accelerating junior-secondary students

The authors have collaborated in the development and initial evaluation of a curriculum for mathematics acceleration. This paper reports upon the difficulties encountered with documenting student understanding using pen-and-paper assessment tasks. This leads to a discussion of the impact of students’ language and literacy on mathematical performance and the consequences for motivation and engagement as a result of simplifying the language in the tests, and extending student work to algebraic representations. In turn, implications are drawn for revisions to assessment used within the project and the language and literacy focus included within student learning experiences.