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Fast Mapping Across Time: Memory Processes Support Children's Retention of Learned WordsHow may the basal ganglia contribute to auditory categorization and speech perception?The role of partial knowledge in statistical word learningThe Effect of Number and Presentation Order of High-Constraint Sentences on Second Language Word LearningRevise and resubmit: how real-time parsing limitations influence grammar acquisition.Slowing Down Fast Mapping: Redefining the Dynamics of Word LearningModeling cross-situational word-referent learning: prior questionsEmbodied attention and word learning by toddlersPitch enhancement facilitates word learning across visual contexts.Pigeons acquire multiple categories in parallel via associative learning: a parallel to human word learning?Discovering functional units in continuous speech.The unrealized promise of infant statistical word-referent learning.Word learning emerges from the interaction of online referent selection and slow associative learning.2.5-year-olds use cross-situational consistency to learn verbs under referential uncertainty.Statistical speech segmentation and word learning in parallel: scaffolding from child-directed speechQuality of early parent input predicts child vocabulary 3 years later.Attention and word learning in autistic, language delayed and typically developing children.Cross-situational word learning is both implicit and strategic.Context influences conscious appraisal of cross situational statistical learningStatistical learning under incidental versus intentional conditions.Cross-situational statistical word learning in young childrenPropose but verify: fast mapping meets cross-situational word learning.Statistical word learning at scale: the baby's view is better.Decoding the Formation of New Semantics: MVPA Investigation of Rapid Neocortical Plasticity during Associative Encoding through Fast Mapping.Perceiving referential intent: Dynamics of reference in natural parent-child interactionsEarly Verb Learning: How Do Children Learn How to Compare Events?From aardvark to ziggurat: A new tool for assessing children's use of rare vocabulary.Competitive processes in cross-situational word learningTwo- and three-year-olds track a single meaning during word learning: Evidence for Propose-but-verify.Remembering new words: integrating early memory development into word learning.Case studies continue to illuminate the cognitive neuroscience of memory.Observational Word Learning: Beyond Propose-But-Verify and Associative Bean Counting.The Inhibitory Mechanism in Learning Ambiguous Words in a Second Language.Neocortical catastrophic interference in healthy and amnesic adults: a paradoxical matter of time.The evolution of cognitive mechanisms in response to cultural innovations.An integrative account of constraints on cross-situational learning.Utterance-final position and pitch marking aid word learning in school-age children.Learning During Processing: Word Learning Doesn't Wait for Word Recognition to FinishCompetition between multiple words for a referent in cross-situational word learningSelective attention in cross-situational statistical learning: evidence from eye tracking.
P2860
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P2860
description
2011 nî lūn-bûn
@nan
2011 թուականի Մայիսին հրատարակուած գիտական յօդուած
@hyw
2011 թվականի մայիսին հրատարակված գիտական հոդված
@hy
2011年の論文
@ja
2011年論文
@yue
2011年論文
@zh-hant
2011年論文
@zh-hk
2011年論文
@zh-mo
2011年論文
@zh-tw
2011年论文
@wuu
name
How words can and cannot be learned by observation.
@ast
How words can and cannot be learned by observation.
@en
type
label
How words can and cannot be learned by observation.
@ast
How words can and cannot be learned by observation.
@en
prefLabel
How words can and cannot be learned by observation.
@ast
How words can and cannot be learned by observation.
@en
P2093
P2860
P356
P1476
How words can and cannot be learned by observation.
@en
P2093
Jesse Snedeker
John C Trueswell
Lila R Gleitman
Tamara Nicol Medina
P2860
P304
P356
10.1073/PNAS.1105040108
P407
P577
2011-05-16T00:00:00Z