Iconicity, a resemblance between properties of linguistic form (both in spoken and signed
languages) and meaning, has traditionally been considered to be a marginal, irrelevant …

Much of children's knowledge is derived not from their direct experiences with the
environment but rather from the input of others. However, until recently, the focus in studies …

Vocabulary differences early in development are highly predictive of later language learning
as well as achievement in school. Early word learning emerges in the context of tightly …

Classic approaches to word learning emphasize referential ambiguity: In naming situations,
a novel word could refer to many possible objects, properties, actions, and so forth. To solve …

Recent years have witnessed a resurgence of classic tensions concerning the fundamental
nature of human knowledge and the processes underlying its acquisition. This tension …

As children learn their mother tongues, they make systematic errors. For example, English-
speaking children regularly say mouses rather than mice. Because children's errors are not …

A core task in language acquisition is mapping words onto objects, actions, and events. Two
studies investigated how children learn to map novel labels onto novel objects. Study 1 …

The learning of first object names is deemed a hard problem due to the uncertainty inherent
in mapping a heard name to the intended referent in a cluttered and variable world …

Despite consistent and substantive research documenting a large male to female ratio in
Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex …

The influence of phonological (ie individual sounds), lexical (ie whole-word forms) and
semantic (ie meaning) characteristics on the words known by infants age 1; 4 to 2; 6 was …