大型言語モデルが人間のように学ぶか:形態学的な学習における交差点と間隔の練習
1Shanghai Jiao Tong University, China.
Acta psychologica
|September 6, 2025
まとめ
人間と大型言語モデル (LLM) は人工言語を異なる方法で学習します. LLMは人間より優れているが 交差や間隔効果のような人間の学習戦略を 複製することはない
科学分野:
- 認知科学
- 人工知能
- コンピュータ言語学
背景:
- 人間の学習メカニズムを理解することは,高度なAIの開発に不可欠です.
- 大型言語モデル (LLM) は言語習得において有望ですが,その学習プロセスは十分に理解されていません.
- 人工言語を学ぶ方法の研究は 人間の認知能力と比べて 根本的な違いを明らかにします
研究 の 目的:
- 人工言語における形態学的パターンの習得を 人間とLLMの間で比較する.
- 入力構造 (ブロックされた対交互,並列対間隔) が両方のシステムにおける学習にどのように影響するか調べる.
- 学習メカニズムと認知戦略の違いを特定する.
主な方法:
- 人工言語学習のパラダイムが採用されました.
- 参加者は人間と3人のLLM (GPT4mini,DeepSeek_V3,Llama3.1) でした.
- 動詞の分類と屈曲のタスクは,さまざまな入力シーケンスとプレゼンテーションで使用されました.
主要な成果:
- LLMは一貫して 人間を上回り 優れたショット・ラーニングを証明しました
- 人間の学習は 交差と間隔の効果によって 影響を受けます これは認知理論と一致しています
- LLMはインプット構造に対するモデル依存の反応を示し,人間の学習パターンとは異なる.
- 学習の好みに関するメタコグニティブの幻想を 人間の場合,ほとんどのLLMとは違います
結論:
- 人間の学習メカニズムである 交差や間隔は LLMに直接変換されません
- LLMのパフォーマンスは入力構造に敏感ですが 人間の認知とは異なる方法でです
- 異なるLLMアーキテクチャは,入力シーケンシングとプレゼンテーションに対して異なるレベルの感受性を示す.
さらに関連する動画
03:14Augmenting Large Language Models via Vector Embeddings to Improve Domain-Specific Responsiveness
Published on: December 6, 2024
680
08:05Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020
7.7K
関連する概念動画
Language Development
444
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
444
Associative Learning
566
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Classical conditioning, also known...
566
Language and Cognition
436
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
436
Components of Language
388
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
388
Purposive Learning
203
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
203
Introduction to Learning
528
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
528
