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Reliability versus affiliation : selective trust in accented speakers
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| 23 |
The syntax of questions and variation in adult and child African American English
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| 24 |
Can We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds?
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Abstract:
Colin Bannard is with UT Austin; Michael Tomasello is with Max Planck Institute for Evolutionary Anthropology. ; We compared 24-month-old children’s learning when their exposure to words came either in an interactive (coupled) context or in a nonsocial (decoupled) context. We measured the children’s learning with two different methods: one in which they were asked to point to the referent for the experimenter, and the other a preferential looking task in which they were encouraged to look to the referent. In the pointing test, children chose the correct referents for words encountered in the coupled condition but not in the decoupled condition. In the looking time test, however, they looked to the targets regardless of condition. We explore the explanations for this and propose that the different response measures are reflecting two different kinds of learning. ; Linguistics
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Keyword:
Behavior; Cognition; Conceptual semantics; Eyes; Human learning; Learning; Semantics; Telephones
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URL: http://hdl.handle.net/2152/20161
https://doi.org/10.1371/journal.pone.0049881
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Word meaning in context as a paraphrase distribution : evidence, learning, and inference
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