Elena Luchkina
Biographic Data
| ID | 9494785 |
|---|---|
| NAME | Elena Luchkina |
| GIVEN NAMES | Elena |
| FAMILY NAME | Luchkina |
| SIGNATURE | LUCHKINA E |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0001-7350-9367 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The role of follow-in naming and sustained attention in vocabulary growth
Recent research suggests that caregivers’ speech in response to their infants’ attentional shifts (“follow-in speech”) is correlated with vocabulary size. It is not yet clear, however, what possible developmental pathways underlie this correlation. One possibility is that follow-in speech, and follow-in naming in particular, predicts infants’ vocabulary because it provides names of objects in infants’ focus. Another possibility is that follow-in …
Talking About the Absent and the Abstract
Human language permits us to call to mind objects, events, and ideas that we cannot witness directly, either because they are absent or because they have no physical form (e.g., people we have not met, concepts like justice). What enables language to transmit such knowledge? We propose that a referential link between words, referents, and mental representations of those referents is key. This link enables us to form, access, and modify mental rep…
Questions Can Answer Questions About Mechanisms of Preschoolers’ Selective Word Learning
This study examined how inferences about epistemic competence and generalized labeling errors influence children’s selective word learning. Three- to 4-year-olds (N = 128) learned words from informants who asked questions about objects, mentioning either correct or incorrect labels. Such questions do not convey stark differences in informants’ epistemic competence. Inaccurate labels, however, generate error signals that can lead to weaker encodin…
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Questions Can Answer Questions About Mechanisms of Preschoolers’ Selective Word Learning
This study examined how inferences about epistemic competence and generalized labeling errors influence children’s selective word learning. Three- to 4-year-olds (N = 128) learned words from informants who asked questions about objects, mentioning either correct or incorrect labels. Such questions do not convey stark differences in informants’ epistemic competence. Inaccurate labels, however, generate error signals that can lead to weaker encodin…
Talking About the Absent and the Abstract
Human language permits us to call to mind objects, events, and ideas that we cannot witness directly, either because they are absent or because they have no physical form (e.g., people we have not met, concepts like justice). What enables language to transmit such knowledge? We propose that a referential link between words, referents, and mental representations of those referents is key. This link enables us to form, access, and modify mental rep…
The role of follow-in naming and sustained attention in vocabulary growth
Recent research suggests that caregivers’ speech in response to their infants’ attentional shifts (“follow-in speech”) is correlated with vocabulary size. It is not yet clear, however, what possible developmental pathways underlie this correlation. One possibility is that follow-in speech, and follow-in naming in particular, predicts infants’ vocabulary because it provides names of objects in infants’ focus. Another possibility is that follow-in …
Cognitive psychology (3 works) · Linguistics (3 works) · Psychology (3 works) · Child and Animal Learning Development (2 works) · Vocabulary (2 works) · Cognition (1 works) · Cognitive science (1 works) · Communication (1 works) · Computer Science (1 works) · Developmental psychology (1 works)