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Lexical access speed and the development of phonological recoding during immediate serial recall
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Cross-situational learning of phonologically overlapping words across degrees of ambiguity
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Statistics learned are statistics forgotten: Children’s retention and retrieval of cross-situational word learning
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Infants Encode Phonetic Detail during Cross-Situational Word Learning
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Abstract:
Infants often hear new words in the context of more than one candidate referent. In cross-situational word learning (XSWL), word-object mappings are determined by tracking co-occurrences of words and candidate referents across multiple learning events. Research demonstrates that infants can learn words in XSWL paradigms, suggesting that it is a viable model of real-world word learning. However, these studies have all presented infants with words that have no or minimal phonological overlap (e.g., BLICKET and GAX). Words often contain some degree of phonological overlap, and it is unknown whether infants can simultaneously encode fine phonological detail while learning words via XSWL. We tested 12-, 15-, 17-, and 20-month-olds’ XSWL of eight words that, when paired, formed non-minimal pairs (MPs; e.g., BON–DEET) or MPs (e.g., BON–TON, DEET–DIT). The results demonstrated that infants are able to learn word-object mappings and encode them with sufficient phonetic detail as to identify words in both non-minimal and MP contexts. Thus, this work suggests that infants are able to simultaneously discriminate phonetic differences between words and map words to referents in an implicit learning paradigm such as XSWL.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5030267/ https://doi.org/10.3389/fpsyg.2016.01419
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Remember dax? Relations between children’s cross-situational word learning, memory, and language abilities
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Infants encode phonetic detail during cross-situational word learning
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Equal spacing and expanding schedules in children's categorization and generalization.
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In: Journal of experimental child psychology, vol 123, iss 1 (2014)
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Retrieval dynamics and retention in cross-situational statistical word learning.
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In: Cognitive science, vol 38, iss 4 (2014)
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Cross-Situational Statistical Learning of Phonologically Overlapping Words
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In: Escudero, Paola; Mulak, Karen; & Vlach, Haley. (2013). Cross-Situational Statistical Learning of Phonologically Overlapping Words. Proceedings of the Cognitive Science Society, 35(35). Retrieved from: http://www.escholarship.org/uc/item/9z1576d9 (2013)
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Memory constraints on infants’ cross-situational statistical learning
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Cross-situational statistical learning of phonologically overlapping words
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Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned Words.
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In: Frontiers in psychology, vol 3, iss FEB (2012)
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Fast Mapping Across Time: Memory Processes Support Children’s Retention of Learned Words
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At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization
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