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What are the building blocks of parent–infant coordinated attention in free-flowing interaction?
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What are the building blocks of parent-infant coordinated attention in free-flowing interaction?
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In: Infancy (2020)
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How do infants start learning object names in a sea of clutter?
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In: Cogsci (2019)
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Quantity and Diversity: Simulating Early Word Learning Environments
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Quantity and diversity: Simulating early word learning environments
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When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children
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Novel names extend for how long preschool children sample visual information
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When a word is worth more than a picture:Words lower the threshold for object identification in 3-year-old children
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The Multisensory Nature of Verbal Discourse in Parent–Toddler Interactions
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In: Dev Neuropsychol (2017)
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Novel names extend for how long preschool children sample visual information
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Why are faces denser in the visual experiences of younger than older infants?
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An Embodied Account of Argument Structure Development
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In: Maouene, Josita; Sethuraman, Nitya; Maouene, Mounir; & Smith, Linda B. (2016). An Embodied Account of Argument Structure Development. Proceedings of the 36th Annual Meeting of the Berkeley Linguistics Society, 36(36), 261 - 275. Retrieved from: http://www.escholarship.org/uc/item/72t8x2n7 (2016)
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The Multisensory Nature of Verbal Discourse in Parent–Toddler Interactions
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How Evolution May Work Through Curiosity-Driven Developmental Process
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Abstract:
Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity‐driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self‐organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity‐driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language.
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URL: https://doi.org/10.1111/tops.2016.8.issue-2 https://ueaeprints.uea.ac.uk/id/eprint/69092/
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Competition between multiple words for a referent in cross-situational word learning
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Cultural differences in visual object recognition in 3-year-old children
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Posture Affects How Robots and Infants Map Words to Objects
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The Words Children Hear:Picture Books and the Statistics for Language Learning
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The words children hear: Picture books and the statistics for language learning
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Posture Affects How Robots and Infants Map Words to Objects
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