1 |
Now You Hear Me, Later You Don’t: The Immediacy of Linguistic Computation and the Representation of Speech ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Now You Hear Me, Later You Don’t: The Immediacy of Linguistic Computation and the Representation of Speech ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
sj-pdf-1-pss-10.1177_0956797620968787 – Supplemental material for Now You Hear Me, Later You Don’t: The Immediacy of Linguistic Computation and the Representation of Speech ...
|
|
|
|
BASE
|
|
Show details
|
|
4 |
sj-pdf-1-pss-10.1177_0956797620968787 – Supplemental material for Now You Hear Me, Later You Don’t: The Immediacy of Linguistic Computation and the Representation of Speech ...
|
|
|
|
BASE
|
|
Show details
|
|
5 |
How children attend to events before speaking: crosslinguistic evidence from the motion domain
|
|
|
|
In: Glossa: a journal of general linguistics; Vol 6, No 1 (2021); 28 ; 2397-1835 (2021)
|
|
BASE
|
|
Show details
|
|
7 |
Top-Down Grouping Affects Adjacent Dependency Learning
|
|
|
|
In: Psychology Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
8 |
Studying the Real-Time Interpretation of Novel Noun and Verb Meanings in Young Children
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Spotting Dalmatians: Children’s ability to discover subordinate-level word meanings cross-situationally
|
|
|
|
In: Cogn Psychol (2019)
|
|
BASE
|
|
Show details
|
|
10 |
Auditory word recognition of verbs: Effects of verb argument structure on referent identification
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Two- and three-year-olds track a single meaning during word learning: Evidence for Propose-but-verify
|
|
|
|
Abstract:
A child word-learning experiment is reported that examines 2- and 3-year-olds’ ability to learn the meanings of novel words across multiple, referentially ambiguous, word occurrences. Children were told they were going on an animal safari in which they would learn the names of unfamiliar animals. Critical trial sequences began with hearing a novel word (e.g., “I see a dax! Point to the dax!”) while seeing photos of two unfamiliar animals. After responding and performing on two filler trials with known animals, participants encountered the novel word again (“I see another dax! Point to the dax!”) in one of two experimental conditions. In the Same condition, participants saw the animal they pointed to previously when hearing “dax” alongside another unfamiliar animal that had been seen before but not paired with “dax”. In the Switch condition, participants saw the animal they had not pointed to previously alongside the unfamiliar animal. Children were well above chance on Same trials, but at chance on Switch trials. Thus, although children could remember a previously selected referent and use it to inform later referent selection (Same condition), a potential referent that was not previously selected and merely co-occurred with the target word (Switch condition) was either not remembered, or simply deemed irrelevant to word meaning. This finding suggests young children do not store multiple possible meanings from a single word occurrence, but rather restrict learning to what they deemed to be the unique referent of the novel word in the moment, testing that word-meaning hypothesis on the next occurrence.
|
|
Keyword:
Article
|
|
URL: http://www.ncbi.nlm.nih.gov/pubmed/27672354 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5035104/ https://doi.org/10.1080/15475441.2016.1140581
|
|
BASE
|
|
Hide details
|
|
12 |
A learned label modulates object representations in 10-month-old infants
|
|
|
|
BASE
|
|
Show details
|
|
13 |
The interplay of local attraction, context and domain-general cognitive control in activation and suppression of semantic distractors during sentence comprehension
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Taking your own path: Individual differences in Executive Function and Language Processing Skills in Child Learners
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Perceiving referential intent: Dynamics of reference in natural parent-child interactions
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Semantic ambiguity and syntactic bootstrapping: The case of conjoined-subject intransitive sentences
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Revise and resubmit: How real-time parsing limitations influence grammar acquisition
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Compositionality and the angular gyrus: a multi-voxel similarity analysis of the semantic composition of nouns and verbs
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Multi-Voxel Pattern Analysis of Noun and Verb Differences in Ventral Temporal Cortex Marked Revision
|
|
|
|
BASE
|
|
Show details
|
|
|
|