Rapid word learning in 13- and 18-month-olds
Dados Bibliográficos
| ID | 9792829 |
|---|---|
| Autores | Arthur Woodward (0000-0002-9383-9969, University of Chicago, autor correspondente), Amanda L Woodward, Ellen M Markman (0000-0002-2405-5933), Colleen M Fitzsimmons, Colleen Fitzsimmons |
| Ano | 1994 |
| Volume | 30 |
| Fascículo | 4 |
| Páginas | 553-566 |
| Data de publicação | 1994-07-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Developmental Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037//0012-1649.30.4.553 |
| OpenAlex | W4239576168 |
| Idioma | EN |
| Citações recebidas | 76 |
| Referências citadas | 3 |
A number of theorists have argued that the productive naming explosion results from advances in abilities that underlie language learning (e.g., the realization that words are symbols, changes in conceptual structure, or the onset of word learning constraints). If any of these accounts are accurate, there should be parallel developments in comprehension. To explore this issue, 4 studies assessed whether pre- and postnaming explosion children differ in their ability to learn a new word after limited exposure. Thirteen- and 18-month-olds heard a new object label just 9 times in a 5-min training session and then their comprehension was assessed in a multiple-choice procedure. Under favorable testing conditions, both 18- and 13-month-olds showed comprehension of the new word, even after a 24-hr delay
Cognition · Cognitive psychology · Developmental psychology · Linguistics · Mathematics education · Teaching method · Verbal learning · Vocabulary · Vocabulary development · Word (group theory · Word learning · Developmental and Educational Neuropsychology · Hearing Impairment and Communication · Language Development and Disorders · Neuroscience · Psychology · Reading and Literacy Development
Infants use contextual memory to attend and learn in naturalistic scenes
Gazing Into Language Development
‘Word-learning wizardry’ at 1;6
Pragmatic directions and children's word learning
Do word learners ignore ignorant speakers
Patterns of spontaneous production of novel words and gestures within an experimental setting in children ages 1;6 and 2;2
The effects of shared storybook reading on word learning
Differentiation and Language Acquisition in Children’s Understanding of Emotion
Language Development
Word Learning in Infant- and Adult-Directed Speech
Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year
The Novel Object and Unusual Name (Noun) Database
Some Beginnings of Word Comprehension in 6-Month-Olds
Infants rapidly learn word-referent mappings via cross-situational statistics
Formal theories clarify the complex
Nonverbal Action Interpretation Guides Novel Word Disambiguation in 12-Month-Olds
Month-Old infants’ Use of Noun and Verb Morphosyntactic Cues in Novel Word Learning in Dynamic Events
Self-directed learning by preschoolers in a naturalistic overhearing context
Violations of social expectations enhance infants' learning
Two-year-olds consolidate verb meanings during a nap
The impact of a first-generation immigrant environment on the heritage language
Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood
The timescales of word learning in children with language delays
Task-appropriate input supports word–object association in 14-month-old female infants
Relationships between lexical and phonological development in young children
Appreciating language conventions
More than just a happy talk? Evidence for functional pitch and utterance length modifications in infant-, spouse-, and dog-directed communication
Novel word retention in sequential bilingual children
Toddlers learn words in a foreign language
Partial representations and phonological selectivity in the comprehension of 13- to 16-month-olds
Fast-mapping in young children with autism spectrum disorders
Feature generalization in Dutch–German bilingual and monolingual children’s speech production
Children’s interpretation of a label for an individuated object
Can English-learning toddlers acquire and generalize a novel spatial word
Toddlers’ novel word learning
Lexical acceleration coincides with the onset of combinatorial speech
Reading personalized books with preschool children enhances their word acquisition
The Perceptual Acquisition of Phonological Contrasts
Word learning as Bayesian inference
SCALa
Better in sync
Attention to Maternal Multimodal Naming by 6‐ to 8‐Month‐Old Infants and Learning of Word–Object Relations
Beneficial effects of the mother's voice on infants’ novel word learning
The Influence of Labels, Non‐Labeling Sounds, and Source of Auditory Input on 9‐ and 15‐Month‐Olds' Object Categorization
Pointing to Nothing? Empty Places Prime Infants' Attention to Absent Objects
Sensitivity to Confidence Cues Increases during the Second Year of Life
The Development of Gaze Following in a Third‐Party Context
Fast Mapping but Poor Retention by 24‐Month‐Old Infants
What's in a Name When It Isn't a Word? 17‐Month‐Olds' Mapping of Nonverbal Symbols to Object Categories
Infants' Ability to Learn Phonetically Similar Words
Learning While Babbling
Can a Click be a Word
Entitled to Trust? Philosophical Frameworks and Evidence from Children
Effects of a Word-Learning Training on Children With Cochlear Implants
Learning Through Processing
Thirteen‐ and 18‐month‐old Infants Recognize When They Need Referential Information
Influencing factors on mothers' parenting style of young children at risk for developmental delay in South Korea
Teacher–Children Interaction and Concept Development in Kindergarten
Learning your language, outside-in and inside-out
Intentional inference during infants’ observational word learning
Do 9-month-old infants expect distinct words to refer to kinds
Word learning in children with autism spectrum disorders
The development of object categorization in young children
The development of pointing perception in infancy
Talking about the near and dear
Generic information supports the long-term retention of novel labels
Sixteen- and 24-month-olds' use of mutual exclusivity as a default assumption in second-label learning
Infants' association of linguistic labels with causal actions
Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures
Reexamining the Vocabulary Spurt
The relative strengths of indirect and direct word learning
Infants Assume Questions Serve an Information-Seeking Function, Link Them to Interrogative Sentences and Differentiate Them From Assertions
Development of the N400 in infancy
From infant to child
Individual Differences in Syntactic Ability and Construction Learning
| Obras citantes distintas | 75 |
|---|---|
| Citações por ano | 2,38 |
| Intervalo de citações | 1994 - 2026 (33) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 69 |