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Moving word learning to a novel space: A dynamic systems view of referent selection and retention
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Dynamic-field based task dynamic application (DFTaDA): An embodied model of speech production ...
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Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention
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Abstract:
Theories of cognitive development must address both the issue of how children bring their knowledge to bear on behavior in-the-moment, and how knowledge changes over time. We argue that seeking answers to these questions requires an appreciation of the dynamic nature of the developing system in its full, reciprocal complexity. We illustrate this dynamic complexity with results from two lines of research on early word learning. The first demonstrates how the child’s active engagement with objects and people supports referent selection via memories for what objects were previously seen in a cued location. The second set of results highlights changes in the role of novelty and attentional processes in referent selection and retention as children’s knowledge of words and objects grows. Together this work suggests understanding systems for perception, action, attention, and memory and their complex interaction is critical to understand word learning. We review recent literature that highlights the complex interactions between these processes in cognitive development and point to critical issues for future work.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/27127009 https://doi.org/10.1111/cogs.12369 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5086318/
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Validating a new methodology for optical probe design and image registration in fNIRS studies
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Non-Bayesian noun generalization in 3- to 5-year-old children:Probing the role of prior knowledge in the suspicious coincidence effect
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Non-Bayesian noun generalization in 3- to 5-year-old children: Probing the role of prior knowledge in the suspicious coincidence effect
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Contributions of Dynamic Systems Theory to Cognitive Development
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A neurobehavioral model of flexible spatial language behaviors.
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When seeing is knowing: The role of visual cues in the dissociation between children’s rule knowledge and rule use
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Contributions of Dynamic Systems Theory to Cognitive Development
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In: Faculty Publications, Department of Psychology (2012)
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