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Preemption versus Entrenchment: Towards a Construction-General Solution to the Problem of the Retreat from Verb Argument Structure Overgeneralization
The study investigated the feasibility of two proposed construction-general solutions to the question of how children retreat from, or avoid, overgeneralization errors and found no support for the prediction of the preemption hypothesis that the greater the frequency of the verb in the single most nearly synonymous construction, the lower the acceptability of the error. Expand
That's More Like It: Multiple Exemplars Facilitate Word Learning
Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learningExpand
Curiosity‐based learning in infants: a neurocomputational approach
It is demonstrated that maximal learning emerges when the model is able to maximize stimulus novelty relative to its internal states, depending on the interaction across learning between the structure of the environment and the plasticity in the learner itself. Expand
Taking their eye off the ball: How shyness affects children's attention during word learning.
Evidence is presented that shyness modulates the low-level processes of visual attention that unfold during word learning, suggesting that shyer children perform less well than their less shy peers on measures of word learning because their attention to the target object is dampened. Expand
Similarity, analogy and development in radical exemplar theory: A commentary on Ambridge (2020)
Radical exemplar theory must include clearly specified mechanisms for analogy and similarity computation, and must account for changes in children’s generalisations across development. Expand
What's on the Inside Counts: A Grounded Account of Concept Acquisition and Development
It is demonstrated that the psycholinguistic factors traditionally considered to determine AoA are far from sufficient to account for the variability observed in AoA data, and groundability is proposed as a new conceptual tool that can measure the degree to which concepts are grounded both in external and, critically, internal modalities. Expand
Do as I say, not as I do: A lexical distributional account of English locative verb class acquisition
In a large corpus of English locative utterances, a connectionist model provided an explicit account of how structural biases can be learned over development and how these biases could be reduced by learning verb classes from distributional regularities. Expand
It's Taking Shape: Shared Object Features Influence Novel Noun Generalizations.
Children's early noun vocabularies are dominated by names for shape-based categories. However, along with shape, material and colour are also important features of many early categories. In theExpand
All the Right Noises: Background Variability Helps Early Word Learning
These data support findings from the adult memory literature, which suggest that variability supports learning by decontextualizing representations, and are consistent with dynamic systems accounts of learning in which low‐level entropy adds sufficient noise to the developmental system to precipitate a change in behavior. Expand
Children’s referent selection and word learning:insights from a developmental robotic system
It is well-established that toddlers can correctly select a novel referent from an ambiguous array in response to a novel label. There is also a growing consensus that robust word learning requiresExpand