Jessica S Horst
Biographic Data
| ID | 5764413 |
|---|---|
| NAME | Jessica S Horst |
| GIVEN NAMES | Jessica S |
| FAMILY NAME | Horst |
| SIGNATURE | HORST J S |
| AFFILIATIONS | University of Sussex |
| ORCID | 0000-0003-3200-5239 |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Toddlers’ looking behaviours during referent selection and relationships with immediate and delayed retention
Does referent selection (RS) involve a process-of-elimination or a novelty bias? • Converging gaze and point data indicated that toddlers use a process-of-elimination. • Assessed the role of target focus during RS and ostensive naming (ON) on retention. • With ostensive naming, greater target focus predicted better immediate retention. • Without ostensive naming, greater target focus predicted better delayed retention. The current study investiga…
Napping and toddlers’ memory for fast-mapped words
When toddlers hear a novel word, they quickly and independently link it with a novel object rather than known-name objects. However, they are less proficient in retaining multiple novel words. Sleep and even short naps can enhance declarative memory in adults and children and this study investigates the effect of napping on children’s memory for novel words. Forty two-and-a-half-year-old children were presented with referent selection trials for …
The effects of shared storybook reading on word learning: A meta-analysis
Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderate children's word comprehension, while adjusting for …
The Novel Object and Unusual Name (Noun) Database: A collection of novel images for use in experimental research
Word learning emerges from the interaction of online referent selection and slow associative learning.
Classic approaches to word learning emphasize referential ambiguity: In naming situations, a novel word could refer to many possible objects, properties, actions, and so forth. To solve this, researchers have posited constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative in which referent selection is an online process and independent of long-term learni…
Rigid thinking about deformables: Do children sometimes overgeneralize the shape bias
Young children learning English are biased to attend to the shape of solid rigid objects when learning novel names. This study seeks further understanding of the processes that support this behavior by examining a previous finding that three-year-old children are also biased to generalize novel names for objects made from deformable materials by shape, even after the materials are made salient. In two experiments, we examined the noun generalizat…
Fast Mapping but Poor Retention by 24‐Month‐Old Infants
Four experiments explored the processes that bridge between referent selection and word learning. Twenty‐four‐month‐old infants were presented with several novel names during a referent selection task that included both familiar and novel objects and tested for retention after a 5‐min delay. The 5‐min delay ensured that word learning was based on retrieval from long‐term memory. Moreover, the relative familiarity of objects used during the retent…
The Cat is out of the Bag: The Joint Influence of Previous Experience and Looking Behavior on Infant Categorization
We examined the effect of 4‐month‐old infants' previous experience with dogs, cats, or both and their online looking behavior on their learning of the adult‐defined category of cat in a visual familiarization task. Four‐month‐old infants' ( N = 123) learning in the laboratory was jointly determined by whether or not they had experience with pets at home and how much they shifted their gaze back and forth between the stimuli during familiarization…
Dynamic Noun Generalization: Moment‐to‐Moment Interactions Shape Children's Naming Biases
Recent research on early word learning suggests that children's behavior when‐generalizing novel nouns integrates their prior vocabulary knowledge with the specifics of the task. This study examines how these factors interact on the moment‐to‐moment time scale of the training children receive and the sequence of stimuli they are shown. In ***1 condition, we used a combination of training and stimulus factors predicted to produce a bias to general…
The effects of shared storybook reading on word learning: A meta-analysis
Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderate children's word comprehension, while adjusting for …
Dynamic Noun Generalization: Moment‐to‐Moment Interactions Shape Children's Naming Biases
Recent research on early word learning suggests that children's behavior when‐generalizing novel nouns integrates their prior vocabulary knowledge with the specifics of the task. This study examines how these factors interact on the moment‐to‐moment time scale of the training children receive and the sequence of stimuli they are shown. In ***1 condition, we used a combination of training and stimulus factors predicted to produce a bias to general…
Rigid thinking about deformables: Do children sometimes overgeneralize the shape bias
Young children learning English are biased to attend to the shape of solid rigid objects when learning novel names. This study seeks further understanding of the processes that support this behavior by examining a previous finding that three-year-old children are also biased to generalize novel names for objects made from deformable materials by shape, even after the materials are made salient. In two experiments, we examined the noun generalizat…
Fast Mapping but Poor Retention by 24‐Month‐Old Infants
Four experiments explored the processes that bridge between referent selection and word learning. Twenty‐four‐month‐old infants were presented with several novel names during a referent selection task that included both familiar and novel objects and tested for retention after a 5‐min delay. The 5‐min delay ensured that word learning was based on retrieval from long‐term memory. Moreover, the relative familiarity of objects used during the retent…
The Cat is out of the Bag: The Joint Influence of Previous Experience and Looking Behavior on Infant Categorization
We examined the effect of 4‐month‐old infants' previous experience with dogs, cats, or both and their online looking behavior on their learning of the adult‐defined category of cat in a visual familiarization task. Four‐month‐old infants' ( N = 123) learning in the laboratory was jointly determined by whether or not they had experience with pets at home and how much they shifted their gaze back and forth between the stimuli during familiarization…
Word learning emerges from the interaction of online referent selection and slow associative learning.
Classic approaches to word learning emphasize referential ambiguity: In naming situations, a novel word could refer to many possible objects, properties, actions, and so forth. To solve this, researchers have posited constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative in which referent selection is an online process and independent of long-term learni…
The Novel Object and Unusual Name (Noun) Database: A collection of novel images for use in experimental research
Napping and toddlers’ memory for fast-mapped words
When toddlers hear a novel word, they quickly and independently link it with a novel object rather than known-name objects. However, they are less proficient in retaining multiple novel words. Sleep and even short naps can enhance declarative memory in adults and children and this study investigates the effect of napping on children’s memory for novel words. Forty two-and-a-half-year-old children were presented with referent selection trials for …
The effects of shared storybook reading on word learning: A meta-analysis
Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderate children's word comprehension, while adjusting for …
Toddlers’ looking behaviours during referent selection and relationships with immediate and delayed retention
Does referent selection (RS) involve a process-of-elimination or a novelty bias? • Converging gaze and point data indicated that toddlers use a process-of-elimination. • Assessed the role of target focus during RS and ostensive naming (ON) on retention. • With ostensive naming, greater target focus predicted better immediate retention. • Without ostensive naming, greater target focus predicted better delayed retention. The current study investiga…
Psychology (9 works) · Cognitive psychology (8 works) · Linguistics (8 works) · Child and Animal Learning Development (6 works) · Computer Science (6 works) · Developmental psychology (4 works) · Referent (4 works) · Artificial Intelligence (3 works) · Language Development and Disorders (3 works) · Noun (3 works)