Word learning emerges from the interaction of online referent selection and slow associative learning.
- PsychologyPsychological review
An alternative in which referent selection is an online process and independent of long-term learning is presented, which suggests that association learning buttressed by dynamic competition can account for much of the literature and suggests more sophisticated ways of describing the interaction between situation- and developmental-time processes.
The role of partial knowledge in statistical word learning
- PsychologyPsychonomic bulletin & review
Three experiments are presented that test and verify claims that partial knowledge of some words speed the acquisition of others and construct and compare computational models embodying each of these hypotheses and show that the latter provides a better explanation of the empirical data.
Meaning and the brain: The neurosemantics of referential, interactive, and combinatorial knowledge
- PsychologyJournal of Neurolinguistics
Semantic Grounding of Novel Spoken Words in the Primary Visual Cortex
- Psychology, BiologyFrontiers in Human Neuroscience
These results for the first time directly document the formation of a link between the novel, previously meaningless spoken items and corresponding semantic information in primary sensory areas in a category-specific manner, providing experimental support for perceptual accounts of word-meaning acquisition in the brain.
Beyond Naive Cue Combination: Salience and Social Cues in Early Word Learning
Children are sensitive to social information early, but their ability to gather and deploy this information is constrained by domain-general cognitive processes, and an alternative unifying account is proposed.
Learning new vocabulary during childhood: effects of semantic training on lexical consolidation and integration.
- PsychologyJournal of experimental child psychology
Multiple Examples Support Children’s Word Learning: The Roles of Aggregation, Decontextualization, and Memory Dynamics
Young children discover the meaning of words from hearing words used across time and across contexts. Children learn to label not only the specific instances they have experienced, but they also…
Lexical-semantic system organization in the monolingual and bilingual developing brain
- Psychology, Linguistics
The present doctoral research explored the developing lexical-semantic system in monolingual and bilingual toddlers. The question of how and when word meanings are first related to each other and…
The count-mass distinction in typically developing and grammatically specifically language impaired children: new evidence on the role of syntax and semantics.
- Psychology, LinguisticsJournal of communication disorders
Multimodal Word Meaning Induction From Minimal Exposure to Natural Text.
- LinguisticsCognitive science
It is concluded that DSMs provide a convincing computational account of word learning even at the early stages in which a word is first encountered, and the way they build meaning representations can offer new insights into human language acquisition.
SHOWING 1-10 OF 59 REFERENCES
Syntactic cues in the acquisition of collective nouns
Nouns in early lexicons: evidence, explanations and implications
- LinguisticsJournal of Child Language
It is concluded that a theory of lexical acquisition in discourse context is required to explain word learning at all levels and for all word types.
Evidence against a dedicated system for word learning in children
The findings show that fast mapping is not limited to word learning, suggesting that the capacity to learn and retain new words is the result of learning and memory abilities that are not specific to language.
Children's sensitivity to constraints on word meaning: Taxonomic versus thematic relations
- PsychologyCognitive Psychology
Constraints Children Place on Word Meanings
- PhilosophyCogn. Sci.
Three possible constraints on word meanings are considered: the whole object assumption which leads children to interpret novel terms as labels for objects—not parts, substances, or other properties of objects; the taxonomic assumption which leading children to consider labels as referring to objects of like kind, rather than to objects that are thematically related.
Linguistic cues in the acquisition of number words
- PsychologyJournal of Child Language
Analysis of transcripts of the spontaneous speech of three one- and two-year-old children and their parents suggests that the relevant cues are available as input in parents' speech to children, and that children generally honour these properties of number words in their own speech.
Children use syntax to learn verb meanings
- LinguisticsJournal of Child Language
This paper provides an experimental validation of Landau & Gleitman's (1985) syntactic bootstrapping procedure; namely, that children may use syntactic information to learn new verbs.
Why Nouns Are Learned before Verbs: Linguistic Relativity Versus Natural Partitioning. Technical Report No. 257.
There is overwhelming evidence that children's first words are primarily nouns even across languages, and a cross-linguistic examination of a single sentence suggests that if objecthood is created by spatial relations among perceptual elements, then good concrete objects are particularly cohesive collections of percepts.