Principles that are invoked in the acquisition of words, but not facts

@article{Waxman2000PrinciplesTA,
  title={Principles that are invoked in the acquisition of words, but not facts},
  author={Sandra R. Waxman and Amy E Booth},
  journal={Cognition},
  year={2000},
  volume={77},
  pages={B33-B43}
}

Figures and Tables from this paper

On the insuf ® ciency of evidence for a domain-general account of word learning q

One question lies at the heart of our interchange with Bloom and Markson: is word learning the result of domain-speci®c or domain-general abilities? Undoubtedly, we cover a good deal of common

Mechanisms of Word Learning

Words are conventional arbitrary symbols used to communicate concepts. By school age, children have thousands of these. What are the mechanisms that allow children to accomplish this feat? In

Use Of The Logical Argument Disjunctive Syllogism Supports Word-Learning In Children And Adults

The past fifteen years have seen a proliferation of proposed word-learning constraints hypothesized to guide a word-learner to the correct referent of a newly heard word. One such class of

Précis of How Children Learn the Meanings of Words

  • P. Bloom
  • Psychology
    Behavioral and Brain Sciences
  • 2001
TLDR
In How Children Learn the Meanings of Words, it is argued that word learning is the product of certain cognitive and linguistic abilities that include the ability to acquire concepts, an appreciation of syntactic cues to meaning, and a rich understanding of the mental states of other people.

Beyond fast mapping: young children's extensions of novel words and novel facts.

TLDR
Two studies are reported in which 2-4-year-old children learned novel words and novel facts for unfamiliar objects and then were asked to extend the words and facts to additional exemplars of the training objects and results show that by 2 years of age, children honor the necessary extendibility of novel count nouns but are uncertain about the extendability of arbitrary facts.

Get Your Facts Right: Preschoolers Systematically Extend Both Object Names and Category-Relevant Facts

TLDR
Children provided with the object name or category-relevant fact were significantly more likely to display systematic category extension than children who learnt the category-irrelevant fact, contributing to a growing body of evidence that the mechanisms responsible for word learning may be domain-general in nature.

The Emergence of Words: Attentional Learning in Form and Meaning

TLDR
An associative exemplar-based model is presented that accounts for the improvement at word learning without a change in mechanism, and explains these improvements in terms of increased attention to relevant aspects of form and meaning, which reduces memory interference.

Word learning emerges from the interaction of online referent selection and slow associative learning.

TLDR
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.
...

References

SHOWING 1-10 OF 40 REFERENCES

A matter of time: novel nouns mark object categories when delays are imposed

In previous work, preschool-aged children have revealed a specific expectation that novel count nouns (but not adjectives) will refer to object categories (but not to object properties or to thematic

Evidence against a dedicated system for word learning in children

TLDR
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.

Words as Invitations to Form Categories: Evidence from 12- to 13-Month-Old Infants

TLDR
The data reveal that a linkage between words and object categories emerges early enough to serve as a guide in infants' efforts to map words to meanings.

Specifying the scope of 13-month-olds' expectations for novel words

Seeing Pink Elephants: Fourteen-Month-Olds' Interpretations of Novel Nouns and Adjectives

TLDR
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.

Knowledge of language: its elements and origins

My approach to the study of language is based on the assumption that knowledge of language can be properly characterized by means of a generative grammar, i.e. a system of rules and principles that

Inductive judgments about natural categories.

Acquiring a Single New Word

TLDR
The present study wanted to present the new word in a situation that would approximate a child's everyday word-learning experience at its most casual and undirected level, and intended to provide a strong test of the child's word learning skills.

The development of induction within natural kind and artifact categories

Linguistic determinism and the part of speech.

  • R. W. Brown
  • Linguistics
    Journal of abnormal psychology
  • 1957
TLDR
This paper undertakes to show how one kind of grammatical practice, the allocation of words to one or another part of speech, does affect cognition.