The what and the how: Information-seeking pointing gestures facilitate learning labels and functions
K Lucca, MP Wilbourn - Journal of experimental child psychology, 2019 - Elsevier
Infants' pointing gestures are clear and salient markers of their interest. As a result, they
afford infants with a targeted and precise way of eliciting information from others. The current …
afford infants with a targeted and precise way of eliciting information from others. The current …
Better in sync: Temporal dynamics explain multisensory word‐action‐object learning in early development
We investigated the temporal impact of multisensory settings on children's learning of word‐
object and action‐object associations at 1‐and 2‐years of age. Specifically, we examined …
object and action‐object associations at 1‐and 2‐years of age. Specifically, we examined …
Word-object and action-object learning in a unimodal context during early childhood
Word-object and action-object learning in children aged 30 to 48 months appears to develop
at a similar time scale and adheres to similar attentional constraints. However, children …
at a similar time scale and adheres to similar attentional constraints. However, children …
Word-object and action-object association learning across early development
Successful communication often involves comprehension of both spoken language and
observed actions with and without objects. Even very young infants can learn associations …
observed actions with and without objects. Even very young infants can learn associations …
Young children's referent selection is guided by novelty for both words and actions
Young children are biased to select novel, name-unknown objects as referents of novel
labels and to similarly favor novel, action-unknown objects as referents of novel actions …
labels and to similarly favor novel, action-unknown objects as referents of novel actions …
Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned
To become skilled artifact users, children must learn the actions and functions associated
with artifacts. We investigated preschoolers' ability to fast map an action, function and name …
with artifacts. We investigated preschoolers' ability to fast map an action, function and name …
[PDF][PDF] The nature of novel word representations
MAP Lucas - 2021 - hull-repository.worktribe.com
What is language, and how do humans acquire it? This is an important question, as
language is one of only a few uniquely human capacities (Hockett, 1960; Pinker, 1995; …
language is one of only a few uniquely human capacities (Hockett, 1960; Pinker, 1995; …
Get your facts right: preschoolers systematically extend both object names and category-relevant facts
There is an ongoing debate over the extent to which language development shares common
processing mechanisms with other domains of learning. It is well-established that toddlers …
processing mechanisms with other domains of learning. It is well-established that toddlers …
Learning, Recognizing, and Extending the Meanings Words
This chapter reviews evidence of how children discover and extend word meanings in the
moment and how they retain and recognize meanings over time. Children need to …
moment and how they retain and recognize meanings over time. Children need to …
Using a fast mapping Approach to Investigate Children's Learning about Artefacts
G Hyde - 2016 - repository.essex.ac.uk
Over nine experiments I investigated young children's ability to learn the names, actions and
functions associated with artefacts. Experiment 1 examined whether children, performing a …
functions associated with artefacts. Experiment 1 examined whether children, performing a …