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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...10 Hits 1 – 20 of 190 1 What are the building blocks of parent–infant coordinated attention in free-flowing interaction? Abney, Drew H.; Suanda, Sumarga H.; Smith, Linda B.. - 2020 BASE Show details 2 What are the building blocks of parent-infant coordinated attention in free-flowing interaction? Abney, Drew H; Suanda, Sumarga H; Smith, Linda B... In: Infancy (2020) BASE Show details 3 How do infants start learning object names in a sea of clutter? Raz, Hadar Karmazyn; Abney, Drew H.; Crandall, David... In: Cogsci (2019) BASE Show details 4 Quantity and Diversity: Simulating Early Word Learning Environments Montag, Jessica L.; Jones, Michael N.; Smith, Linda B.. - 2018 BASE Show details 5 Quantity and diversity: Simulating early word learning environments Montag, Jessica L.; Jones, Michael N.; Smith, Linda B.. - 2018 BASE Show details 6 When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children Vales, Catarina; Smith, Linda B.. - 2018 BASE Show details 7 Novel names extend for how long preschool children sample visual information Carvalho, Paulo F.; Vales, Catarina; Fausey, Caitlin M.. - 2018 BASE Show details 8 When a word is worth more than a picture:Words lower the threshold for object identification in 3-year-old children Vales, Catarina; Smith, Linda B. - 2018 BASE Show details 9 The Multisensory Nature of Verbal Discourse in Parent–Toddler Interactions Suanda, Sumarga H.; Smith, Linda B.; Yu, Chen In: Dev Neuropsychol (2017) BASE Show details 10 Novel names extend for how long preschool children sample visual information Carvalho, Paulo F.; Vales, Catarina; Fausey, Caitlin M.. - 2017 BASE Show details 11 Why are faces denser in the visual experiences of younger than older infants? Jayaraman, Swapnaa; Fausey, Caitlin M.; Smith, Linda B.. - 2017 BASE Show details 12 An Embodied Account of Argument Structure Development Maouene, Josita; Sethuraman, Nitya; Maouene, Mounir... In: Maouene, Josita; Sethuraman, Nitya; Maouene, Mounir; & Smith, Linda B. (2016). An Embodied Account of Argument Structure Development. Proceedings of the 36th Annual Meeting of the Berkeley Linguistics Society, 36(36), 261 - 275. Retrieved from: http://www.escholarship.org/uc/item/72t8x2n7 (2016) BASE Show details 13 The Multisensory Nature of Verbal Discourse in Parent–Toddler Interactions Suanda, Sumarga H.; Smith, Linda B.; Yu, Chen. - 2016 BASE Show details 14 How Evolution May Work Through Curiosity-Driven Developmental Process Oudeyer, Pierre-Yves; Smith, Linda B.. - 2016 BASE Show details 15 Competition between multiple words for a referent in cross-situational word learning Benitez, Viridiana L.; Yurovsky, Daniel; Smith, Linda B.. - 2016 BASE Show details 16 Cultural differences in visual object recognition in 3-year-old children Kuwabara, Megumi; Smith, Linda B.. - 2016 BASE Show details 17 Posture Affects How Robots and Infants Map Words to Objects Morse, Anthony F.; Benitez, Viridian L.; Belpaeme, Tony; Cangelosi, Angelo; Smith, Linda B.. - : Public Library of Science, 2015 Abstract: For infants, the first problem in learning a word is to map the word to its referent; a second problem is to remember that mapping when the word and/or referent are again encountered. Recent infant studies suggest that spatial location plays a key role in how infants solve both problems. Here we provide a new theoretical model and new empirical evidence on how the body – and its momentary posture – may be central to these processes. The present study uses a name-object mapping task in which names are either encountered in the absence of their target (experiments 1–3, 6 & 7), or when their target is present but in a location previously associated with a foil (experiments 4, 5, 8 & 9). A humanoid robot model (experiments 1–5) is used to instantiate and test the hypothesis that body-centric spatial location, and thus the bodies’ momentary posture, is used to centrally bind the multimodal features of heard names and visual objects. The robot model is shown to replicate existing infant data and then to generate novel predictions, which are tested in new infant studies (experiments 6–9). Despite spatial location being task-irrelevant in this second set of experiments, infants use body-centric spatial contingency over temporal contingency to map the name to object. Both infants and the robot remember the name-object mapping even in new spatial locations. However, the robot model shows how this memory can emerge –not from separating bodily information from the word-object mapping as proposed in previous models of the role of space in word-object mapping – but through the body’s momentary disposition in space. Keyword: Research Article URL: https://doi.org/10.1371/journal.pone.0116012 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4364718 http://www.ncbi.nlm.nih.gov/pubmed/25785834 BASE Hide details 18 The Words Children Hear:Picture Books and the Statistics for Language Learning Montag, Jessica L.; Jones, Michael N.; Smith, Linda B.. - 2015 BASE Show details 19 The words children hear: Picture books and the statistics for language learning Montag, Jessica L.; Jones, Michael N.; Smith, Linda B.. - 2015 BASE Show details 20 Posture Affects How Robots and Infants Map Words to Objects Morse, Anthony F.; Benitez, Viridian L.; Belpaeme, Tony. - 2015 BASE Show details Page: 1 2 3 4 5...10

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