Young children learn words from a variety of situations, including shared storybook reading.
A recent study by Horst et al. demonstrates that children learned more new words during …

A pervasive goal in the study of how children learn word meanings is to explain how young
children solve the mapping problem. The mapping problem asks how language learners …

Many experimental research designs require images of novel objects. Here we introduce the
Novel Object and Unusual Name (NOUN) Database. This database contains 64 primary …

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 …

When hearing a novel name, children tend to select a novel object rather than a familiar one,
a bias known as disambiguation. Using online processing measures with 18-, 24-, and 30 …

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 …

In ambiguous word learning situations, infants can use systematic strategies to determine
the referent of a novel word. One such heuristic is disambiguation. By age 16–18 months …

The use of participatory design (PD) to inform the design of games and learning technology
seems to be appropriate for marginalized groups of people, including children with autism …

Little is known about the integration of current neuroscience knowledge to classroom
teaching, although many teachers rely on neuromyths to shape their pedagogies. Through a …

In this article, we review literature on word learning and propose a theoretical account of
how lexical knowledge and word use emerge and develop over time. We contend that the …