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Why word learning is not fast [PDF]
Frontiers in Psychology, 2012 Upon fast mapping, children rarely retain new words even over intervals as short as five minutes. In this study, we asked whether the memory process of encoding or consolidation is the bottleneck to retention.
Natalie eMunro +5 more
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Word learning as category formation. [PDF]
PLoS OneA fundamental question in word learning is how, given only evidence about what objects a word has previously referred to, children are able to generalize to the correct class. How does a learner end up knowing that “poodle” only picks out a specific subset of dogs rather than the broader class and vice versa?
Caplan S.
europepmc +6 more sources
, 2019 How we learn words has been a long-standing debate in psycholinguistics. Social-pragmatic approaches argue that word learning is underpinned by learners’ social-cognitive abilities, which allow them to determine the communicative intentions of their interlocutors.
Twomey, Katherine, Hilton, Matt
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Word learning mechanisms [PDF]
WIREs Cognitive Science, 2017 How do children acquire the meanings of words? Many word learning mechanisms have been proposed to guide learners through this challenging task. Despite the availability of rich information in the learner's linguistic and extralinguistic input, the word‐learning task is insurmountable without such mechanisms for filtering through and utilizing that ...
Angela Xiaoxue, He, Sudha, Arunachalam
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Annual Review of Psychology, 2012 Skilled reading requires recognizing written words rapidly; functional neuroimaging research has clarified how the written word initiates a series of responses in visual cortex. These responses are communicated to circuits in ventral occipitotemporal (VOT) cortex that learn to identify words rapidly.
Brian A, Wandell +2 more
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Bilingual beginnings to learning words [PDF]
Philosophical Transactions of the Royal Society B: Biological Sciences, 2009 At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in ...
Werker, Janet F. +2 more
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Testing a word is not a test of word learning
Acta Psychologica, 2013 Although vocabulary acquisition requires children learn names for multiple things, many investigations of word learning mechanisms teach children the name for only one of the objects presented. This is problematic because it is unclear whether children's performance reflects recall of the correct name-object association or simply selection of the only ...
Axelsson, Emma L, Horst, Jessica S
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Learning to live with interfering neighbours: the influence of time of learning and level of encoding on word learning [PDF]
Royal Society Open Science, 2019 New vocabulary is consolidated offline, particularly during sleep; however, the parameters that influence consolidation remain unclear. Two experiments investigated effects of exposure level and delay between learning and sleep on adults' consolidation ...
S. Walker +5 more
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Infants generalize representations of statistically segmented words
Frontiers in Psychology, 2012 The acoustic variation in language presents learners with a substantial challenge. To learn by tracking statistical regularities in speech, infants must recognize words across tokens that differ based on characteristics such as the speaker’s voice ...
Katharine eGraf Estes
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Frontiers in Psychology, 2018 Tonal information is essential to early word learning in tone languages. Although numerous studies have investigated the intonational and segmental properties of infant-directed speech (IDS), only a few studies have explored the properties of lexical ...
Mengru Han +3 more
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