Relevance and early word learning.

  title={Relevance and early word learning.},
  author={Nameera Akhtar},
  journal={Journal of child language},
  volume={29 3},
Several theorists have proposed that children may interpret an ambiguous word by attending to the dimension that is most relevant in the immediate discourse context. The current study offers a direct test of this hypothesis. Children aged 2;6 and 3;4 (N = 24 in each group) were presented with a novel object with an unusual shape and texture and were told 'This is a dacky one'. In the Shape-Relevant condition, two other objects' shapes were described before the target object was labelled ('This… CONTINUE READING

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