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Semantic priming supports infants’ ability to learn names of unseen objects
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In: PLoS One (2021)
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Birdsong fails to support object categorization in human infants
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In: PLoS One (2021)
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Infants’ advances in speech perception shape their earliest links between language and cognition
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Studying the Real-Time Interpretation of Novel Noun and Verb Meanings in Young Children
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Crying helps, but being sad doesn’t: Infants constrain nominal reference online using known verbs, but not known adjectives
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In: Cognition (2019)
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When veps cry: Two-year-olds efficiently learn novel words from linguistic contexts alone
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Naming influences 9-month-olds’ identification of discrete categories along a perceptual continuum
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What the [beep]? Six-month-olds Link Novel Communicative Signals to Meaning
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Abstract:
Over the first year, infants tune in to the signals of their native language and begin to link them to meaning. Here, we ask whether infants, like adults, can also infer the communicative function of otherwise arbitrary signals (here, tone sequences) and link these to meaning as well. We examined 6-month-olds’ object categorization in the context of sine-wave tones, a signal that fails to support categorization at any point during their first year. However, before the categorization task, we exposed infants to tones in one of two vignettes. In one, the tones were produced by an actor in a rich communicative exchange; in the other, infants heard the very same tones, but these were uncoupled from the actors’ activity. Infants exposed to the communicative vignette successfully formed object categories in the subsequent test; those exposed to the non-communicative vignette failed, performing identically to infants with no prior exposure to this novel signal. This reveals in 6-month-old infants a remarkable flexibility in identifying which signals in the ambient environment are communicative and in linking these signals to core cognitive capacities including categorization.
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Keyword:
Article
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URL: https://doi.org/10.1016/j.cognition.2015.09.020 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5347446/ http://www.ncbi.nlm.nih.gov/pubmed/26433024
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Let's See a Boy and a Balloon: Argument Labels and Syntactic Frame in Verb Learning
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Slowly but surely: Adverbs support verb learning in 2-year-olds ...
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Doing More with Less: Verb Learning in Korean-Acquiring 24-Month-Olds
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