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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 Page: 1 2 3 Hits 1 – 20 of 52 1 Under-resourced or overloaded?:Rethinking working memory deficits in developmental language disorder Jones, Samuel; Westermann, Gert. - 2021 BASE Show details 2 Origins of dissociations in the English past tense:A synthetic brain imaging model Westermann, Gert; Jones, Samuel. - 2021 BASE Show details 3 Predictive processing and developmental language disorder Jones, Samuel; Westermann, Gert. - 2021 BASE Show details 4 Infants learn to follow gaze in stages:Evidence confirming a robotic prediction Silverstein, Priya; Feng, Jinzhi; Westermann, Gert. - 2021 BASE Show details 5 Infants Learn to Follow Gaze in Stages: Evidence Confirming a Robotic Prediction Silverstein, Priya; Feng, Jinzhi; Westermann, Gert; Parise, Eugenio; Twomey, Katherine E. In: Open Mind (Camb) (2021) Abstract: Gaze following is an early-emerging skill in infancy argued to be fundamental to joint attention and later language development. However, how gaze following emerges is a topic of great debate. Representational theories assume that in order to follow adults’ gaze, infants must have a rich sensitivity to adults’ communicative intention from birth. In contrast, learning-based theories hold that infants may learn to gaze follow based on low-level social reinforcement, without the need to understand others’ mental states. Nagai et al. (2006) successfully taught a robot to gaze follow through social reinforcement and found that the robot learned in stages: first in the horizontal plane, and later in the vertical plane—a prediction that does not follow from representational theories. In the current study, we tested this prediction in an eye-tracking paradigm. Six-month-olds did not follow gaze in either the horizontal or vertical plane, whereas 12-month-olds and 18-month-olds only followed gaze in the horizontal plane. These results confirm the core prediction of the robot model, suggesting that children may also learn to gaze follow through social reinforcement coupled with a structured learning environment. Keyword: Research Article URL: https://doi.org/10.1162/opmi_a_00049 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8746125/ BASE Hide details 6 Two-year old children preferentially transmit simple actions but not pedagogically demonstrated actions Bazhydai, Marina; Silverstein, Priya; Parise, Eugenio. - 2020 BASE Show details 7 The limits of infants’ early word learning Taxitari, Loukia; Twomey, Katherine; Westermann, Gert. - 2020 BASE Show details 8 Neurocomputational models capture the effect of learned labels on infants' object and category representations Capelier-Mourguy, Arthur; Twomey, Katherine Elizabeth; Westermann, Gert. - 2020 BASE Show details 9 Two-year-old children preferentially transmit simple actions but not pedagogically demonstrated actions Bazhydai, Marina; Silverstein, Priya; Parise, Eugenio. - : Wiley, 2020 BASE Show details 10 Building the foundations of language : mechanisms of curiosity-driven learning Twomey, Katherine; Westermann, Gert In: International handbook of language acquisition (London, 2019), p. 102-114 MPI für Psycholinguistik Show details 11 Building the foundations of language: mechanisms of curiosity-driven learning. Twomey, Katherine; Westermann, Gert. - : Routledge, 2019 BASE Show details 12 The Limits of Infants’ Early Word Learning Taxitari, Loukia; Twomey, Katherine E.; Westermann, Gert. - : Psychology Press, 2019 BASE Show details 13 Computational models of word learning Westermann, Gert; Twomey, Katherine In: Early word learning (London, 2018), p. 138-154 MPI für Psycholinguistik Show details 14 Early word learning Westermann, Gert; Mani, Nivedita. - London : Routledge, 2018 MPI für Psycholinguistik Show details 15 Early word learning Mani, Nivedita (Herausgeber); Westermann, Gert (Herausgeber). - New York : Routledge, 2018 BLLDB UB Frankfurt Linguistik Show details 16 Learned labels shape pre-speech infants’ object representations Twomey, Katherine Elizabeth; Westermann, Gert. - 2018 BASE Show details 17 All the Right Noises:Background Variability Helps Early Word Learning Twomey, Katherine Elizabeth; Ma, Lizhi; Westermann, Gert. - 2018 BASE Show details 18 Computational Exploration of Lexical Development in Down Syndrome Tovar Y Romo, Angel Eugenio; Westermann, Gert. - : Cognitive Science Society, 2017 BASE Show details 19 Extraneous visual noise facilitates word learning Twomey, Katherine Elizabeth; Ma, Lizhi; Westermann, Gert. - : Cognitive Science Society, 2017 BASE Show details 20 The effect of shyness on children's formation and retention of novel word–object mappings Hilton, Matt; Westermann, Gert. - 2017 BASE Show details Page: 1 2 3

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