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Object names and object functions serve as cues to categories for infants.
Study 2 shows that names can facilitate categorization for 14-month-olds as well when a hint regarding the core meaning of the objects (the function of a single familiarization object) is provided.
Seeing Pink Elephants: Fourteen-Month-Olds' Interpretations of Novel Nouns and Adjectives
It is suggested that an expectation linking count nouns to object categories emerges early in acquisition and supports the emergence of other word-to-world mappings.
Causal supports for early word learning.
The results demonstrate that the well-documented effect of causal information on learning and categorization extends to word learning in young children.
Conceptual information permeates word learning in infancy.
The results indicate that both perceptual and conceptual information permeate word learning in infancy, and challenge the notion that expectations in word learning emerge late and rest entirely on correlations between perceptual object features and words.
Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers
It is clear that gestural cues facilitate early word learning. In hopes of illuminating the relative contributions of attentional and socio-pragmatic factors to the mechanisms by which these cues
Mapping Words to the World in Infancy: Infants' Expectations for Count Nouns and Adjectives
Three experimentsdocumentthat 14-month-old infants'construal of objects (e.g., purple animals) is influenced by naming, that they can distinguish between the grammatical form noun and adjective, and
The origins and evolution of links between word learning and conceptual organization: new evidence from 11‐month‐olds
How do infants map words to their meaning? How do they discover that different types of words (e.g. noun, adjective) refer to different aspects of the same objects (e.g. category, property)? We have