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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Real-time interpretation of novel events across childhood Borovsky, Arielle; Sweeney, Kim; Elman, Jeffrey L.... In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 73 (2014), 1-14 OLC Linguistik Show details 2 Real-time interpretation of novel events across childhood Borovsky, Arielle; Sweeney, Kim; Elman, Jeffrey L.. - 2014 BASE Show details 3 Fast mapping, slow learning: disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months Bion, Ricardo Augusto Hoffmann; Borovsky, Arielle; Fernald, Anne In: Cognition. - Amsterdam [u.a] : Elsevier 126 (2013) 1, 39-53 BLLDB OLC Linguistik Show details 4 Fast mapping, slow learning: Disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months Bion, Ricardo A. H.; Borovsky, Arielle; Fernald, Anne. - 2012 Abstract: When hearing a novel name, children tend to select a novel object rather than a familiar one, a bias known as disambiguation. Using online processing measures with 18-, 24, and 30-month-olds, we investigate how the development of this bias relates to word learning. Children’s proportion of looking time to a novel object after hearing a novel name related to their success in retention of the novel word, and also to their vocabulary size. However, skill in disambiguation and retention of novel words developed gradually: 18-month-olds did not show a reliable preference for the novel object after labeling; 24-month-olds reliably looked at a novel object on disambiguation trials but showed no evidence of retention; and 30-month-olds succeeded on disambiguation trials and showed only fragile evidence of retention. We conclude that the ability to find the referent of a novel word in ambiguous contexts is a skill that improves from 18 to 30 months of age. Word learning is characterized as an incremental process that is related to -but not dependent on -the emergence of disambiguation biases. Keyword: Article URL: https://doi.org/10.1016/j.cognition.2012.08.008 http://www.ncbi.nlm.nih.gov/pubmed/23063233 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590692/ BASE Hide details 5 Knowing a lot for one’s age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adults Borovsky, Arielle; Elman, Jeffrey; Fernald, Anne. - 2012 BASE Show details

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