Knowledge as process: contextually-cued attention and early word learning.
about
Modeling cross-situational word-referent learning: prior questionsPredictable locations aid early object name learningAn Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.Learning builds on learning: infants' use of native language sound patterns to learn words.The unrealized promise of infant statistical word-referent learning.Beyond modeling abstractions: learning nouns over developmental time in atypical populations and individuals.Statistical speech segmentation and word learning in parallel: scaffolding from child-directed speechLearning to learn: From within-modality to cross-modality transfer during infancy.Event-related potentials during word mapping to object shape predict toddlers' vocabulary size.Words, shape, visual search and visual working memory in 3-year-old childrenVisual statistical learning is not reliably modulated by selective attention to isolated events.Inhibition and adjective learning in bilingual and monolingual children.Preschoolers' novel noun extensions: shape in spite of knowing betterHighlighting: a mechanism relevant for word learning.Changes in visual object recognition precede the shape bias in early noun learning.Perceiving referential intent: Dynamics of reference in natural parent-child interactionsIf it's red, it's not Vap: how competition among words may benefit early word learningCompetitive processes in cross-situational word learningVisual attention is not enough: Individual differences in statistical word-referent learning in infants.The Role of Search Speed in the Contextual Cueing of Children's AttentionWhen Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech.Contingencies Between Infants' Gaze, Vocal, and Manual Actions and Mothers' Object-Naming: Longitudinal Changes From 4 to 9 Months.Visual Event-Related Potentials to Novel Objects Predict Rapid Word Learning Ability in 20-Month-Olds.Feature saliency and feedback information interactively impact visual category learning.Bilingual and monolingual children attend to different cues when learning new words.Highlighting in Early Childhood: Learning Biases Through Attentional Shifting.Word meanings evolve to selectively preserve distinctions on salient dimensions.A bilingual advantage in 54-month-olds' use of referential cues in fast mapping.Real-world visual statistics and infants' first-learned object names.Development of the shape bias during the second year.Dual routes to cognitive flexibility: learning and response-conflict resolution in the dimensional change card sort task.Beyond behavioural observations: a deeper view through the sensory reactions of children with profound intellectual and multiple disabilitiesPredictable Events Enhance Word Learning in Toddlers
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Knowledge as process: contextually-cued attention and early word learning.
description
article científic
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article scientifique
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articolo scientifico
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artigo científico
@pt
bilimsel makale
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scientific article published on September 2010
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vedecký článok
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vetenskaplig artikel
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videnskabelig artikel
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vědecký článek
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name
Knowledge as process: contextually-cued attention and early word learning.
@en
Knowledge as process: contextually-cued attention and early word learning.
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type
label
Knowledge as process: contextually-cued attention and early word learning.
@en
Knowledge as process: contextually-cued attention and early word learning.
@nl
prefLabel
Knowledge as process: contextually-cued attention and early word learning.
@en
Knowledge as process: contextually-cued attention and early word learning.
@nl
P2093
P2860
P1433
P1476
Knowledge as process: contextually-cued attention and early word learning.
@en
P2093
Eliana Colunga
Hanako Yoshida
Linda B Smith
P2860
P304
P356
10.1111/J.1551-6709.2010.01130.X
P577
2010-09-01T00:00:00Z