Word learning is ‘smart’: evidence that conceptual information affects preschoolers' extension of novel words

@article{Booth2002WordLI,
  title={Word learning is ‘smart’: evidence that conceptual information affects preschoolers' extension of novel words},
  author={Amy E Booth and Sandra R. Waxman},
  journal={Cognition},
  year={2002},
  volume={84},
  pages={B11-B22}
}

Figures from this paper

Word Learning in the Developing Brain: ERP Dynamics of Learning Word-Object Associations
This dissertation investigated electrophysiological measures of individual differences in toddlers’ ability to learn novel object labels and process familiar object words and their referents. The
How words can and cannot be learned by observation
TLDR
These findings challenge current models of cross-situational learning which assert that multiple meaning hypotheses are stored and cross-tabulated via statistical procedures and appear to use a one-trial “fast-mapping” procedure, even under conditions of referential uncertainty.
Two Insights about Naming in the Preschool Child
Psychological models often assume that young children learn words and concepts by means of associative learning mechanisms, without the need to posit any innate predispositions. For example, Smith,
What you learn is what you see: using eye movements to study infant cross-situational word learning.
TLDR
The research used an eye tracker to record the moment-by-moment eye movement data of 14-month-old babies to infer underlying real-time processes in statistical word learning, suggesting that an associative learning mechanism with selective attention can provide a cognitively plausible model of cross-situational statistical learning.
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.
The Influence of Visual, Auditory, and Linguistic Cues on Children’s Novel Verb Generalization
An influential theory proposes that children learn words by initially relying on perceptual cues to identify referents, only later recruiting social or linguistic cues to acquire new words (Golinkoff
Visual mental representations supporting object drawing: How naming a novel object with a novel count noun impacts on young children's object drawing
Object drawing can be supported by a number of cognitive resources, each making available visual information about the object being drawn. These resources include perceptual input, short-term visual
Bringing theories of word learning in line with the evidence
...
...

References

SHOWING 1-10 OF 45 REFERENCES
Naming in young children: a dumb attentional mechanism?
Early word meanings: perceptually or functionally based?
TLDR
The present experiments addressed the issue of whether early word meaning is based on perceptual or functional features by presenting young children with novel objects in which perceptual and functional features varied independently.
The place of perception in children's concepts ☆
Reuniting perception and conception
...
...