Semantic deficits in children with language impairments
T Brackenbury, C Pye - 2005 - ASHA
Children learn most new words without direct teaching. Evidence for this comes primarily
from two sources. First, between the ages of 18 months and 18 years, children learn an …
from two sources. First, between the ages of 18 months and 18 years, children learn an …
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
Motivated by computational analyses, we look at how teaching affects exploration and
discovery. In Experiment 1, we investigated children's exploratory play after an adult …
discovery. In Experiment 1, we investigated children's exploratory play after an adult …
Remembering new words: Integrating early memory development into word learning
EH Wojcik - Frontiers in psychology, 2013 - frontiersin.org
In order to successfully acquire a new word, young children must learn the correct
associations between labels and their referents. For decades, word-learning researchers …
associations between labels and their referents. For decades, word-learning researchers …
Fast mapping but poor retention by 24‐month‐old infants
JS Horst, LK Samuelson - Infancy, 2008 - Wiley Online Library
Four experiments explored the processes that bridge between referent selection and word
learning. Twenty‐four‐month‐old infants were presented with several novel names during a …
learning. Twenty‐four‐month‐old infants were presented with several novel names during a …
The robustness of learning through overhearing
N Akhtar - Developmental Science, 2005 - Wiley Online Library
Two studies examined the robustness of vocabulary learning through overhearing by testing
48 2‐year‐olds in contexts in which a potentially distracting activity was present (Studies 1 …
48 2‐year‐olds in contexts in which a potentially distracting activity was present (Studies 1 …
An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters
LM Justice, K Pence, RB Bowles, A Wiggins - Early Childhood Research …, 2006 - Elsevier
This study tested four complementary hypotheses to characterize intrinsic and extrinsic
influences on the order with which preschool children learn the names of individual alphabet …
influences on the order with which preschool children learn the names of individual alphabet …
Fast mapping across time: Memory processes support children's retention of learned words
HA Vlach, CM Sandhofer - Frontiers in psychology, 2012 - frontiersin.org
Children's remarkable ability to map linguistic labels to referents in the world is commonly
called fast mapping. The current study examined children's (N= 216) and adults'(N= 54) …
called fast mapping. The current study examined children's (N= 216) and adults'(N= 54) …
On differences and deficits: A critique of the theoretical and methodological underpinnings of the word gap
Y Kuchirko - Journal of Early Childhood Literacy, 2019 - journals.sagepub.com
The word gap, or the language gap, can be traced back to Hart and Risley's 1995 seminal
work on language practices in high-and low-income families, and it is one of the most widely …
work on language practices in high-and low-income families, and it is one of the most widely …
Mapping language to the world: The role of iconicity in the sign language input
Most research on the mechanisms underlying referential mapping has assumed that
learning occurs in ostensive contexts, where label and referent co‐occur, and that form and …
learning occurs in ostensive contexts, where label and referent co‐occur, and that form and …