Chi‐hsin Chen
Biographic Data
| ID | 3774439 |
|---|---|
| NAME | Chi‐hsin Chen |
| GIVEN NAMES | Chi‐hsin |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN C H |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-9003-6183 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Seeking Meaning
Learning the meaning of a verb is challenging because learners need to resolve two types of ambiguity: (1) word‐referent mapping—finding the correct referent event of a verb, and (2) word‐meaning mapping—inferring the correct meaning of the verb from the referent event (e.g., whether the meaning of an action word is TURNING or TWISTING). The present work examines how adult learners solve this challenge by utilizing both in‐the‐moment linguistic i…
Parent–Child Joint Behaviors in Novel Object Play Create High-Quality Data for Word Learning
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with nove…
Parental Linguistic Input and Its Relation to Toddlers’ Visual Attention in Joint Object Play
Parent–child interactions are multimodal, often involving coordinated exchanges of visual and auditory information between the two partners. The current work focuses on the effect of children's hearing loss on parent–child interactions when parents and their toddlers jointly played with a set of toy objects. We compared the linguistic input received by toddlers with hearing loss ( HL ) and their chronological age‐matched ( CA ) and hearing age‐ma…
No prominent works on this page.
Parental Linguistic Input and Its Relation to Toddlers’ Visual Attention in Joint Object Play
Parent–child interactions are multimodal, often involving coordinated exchanges of visual and auditory information between the two partners. The current work focuses on the effect of children's hearing loss on parent–child interactions when parents and their toddlers jointly played with a set of toy objects. We compared the linguistic input received by toddlers with hearing loss ( HL ) and their chronological age‐matched ( CA ) and hearing age‐ma…
Parent–Child Joint Behaviors in Novel Object Play Create High-Quality Data for Word Learning
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with nove…
Seeking Meaning
Learning the meaning of a verb is challenging because learners need to resolve two types of ambiguity: (1) word‐referent mapping—finding the correct referent event of a verb, and (2) word‐meaning mapping—inferring the correct meaning of the verb from the referent event (e.g., whether the meaning of an action word is TURNING or TWISTING). The present work examines how adult learners solve this challenge by utilizing both in‐the‐moment linguistic i…
Language Development and Disorders (3 works) · Linguistics (3 works) · Psychology (3 works) · Artificial Intelligence (2 works) · Child and Animal Learning Development (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Ambiguity (1 work) · Artificial Intelligence (1 work) · Audiology (1 work)