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Can Adverbs Call Attention to Manner of Motion for 2-year-olds Learning Verbs? ...
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Fast mapping from argument structure alone
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In: LSA Annual Meeting Extended Abstracts; Vol 2: LSA Annual Meeting Extended Abstracts 2011; 8:1-5 ; 2377-3367 (2011)
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What paradox? Referential cues allow for infant use of phonetic detail in word learning
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Abstract:
Past research has uncovered a surprising paradox: although 14-month-olds have exquisite phonetic discrimination skills (e.g., distinguishing [b] from [d]), they have difficulty using phonetic detail when mapping novel words to objects in laboratory tasks (confusing “bin” and “din”). While some have attributed infants’ difficulty to immature word learning abilities, the hypothesis presented herein is that infants are powerful word learners and this apparent difficulty occurs only when the referential status of the novel word is unclear. Across two experiments, 14-month-old infants (N = 44) used phonetic detail to map novel words to objects when conditions were conducive to word-referent mapping (clear sentential contexts and word-referent training), thus revealing no fundamental discontinuity in its use from speech perception to word learning.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2941229 http://www.ncbi.nlm.nih.gov/pubmed/20840228 https://doi.org/10.1111/j.1467-8624.2010.01479.x
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Categorization in 3- and 4-Month-Old Infants: An Advantage of Words Over Tones
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A Horse of a Different Color: Specifying With Precision Infants’ Mappings of Novel Nouns and Adjectives
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24-Month-Old Infants’ Interpretations of Novel Verbs and Nouns in Dynamic Scenes
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What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English
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The Role of Representational Status and Item Complexity in Parent-Child Conversations about Pictures and Objects
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