Do infants learn their early words in isolation? Or do they integrate new words into an inter-connected semantic system? Between the ages of one and two, infants develop a prodigious word-learning ability (P. Bloom, 2002; Fenson et al., 1994; Hamilton et al., 2000). Little is known, however, about how and when infants integrate their accumulating word-knowledge into an adult-like lexical network – one sensitive to relationships such as association and semantic category organisation. For adults, context has a strong effect on the ease and speed of linguistic processing, and on behavioural responses to language. In lexical priming studies, both visual and auditory context are known to influence the speed of lexical processing (Antos, 1979; Me...
Lexical categories like noun and verb are foundational to language acquisition, but these categories...
Recent research suggests that infants tend to add words to their vocabulary that are semantically re...
Background and Aim: Only at the onset of the second year are children able to form stable word-objec...
Do infants learn their early words in isolation? Or do they integrate new words into an inter-connec...
Do infants learn their early words in semantic isolation? Or do they integrate new words into an int...
Infants develop a lexical-semantic system of associatively and semantically related words by the end...
Adults recognise words faster given prior exposure to phonologically or semantically related words c...
Do words that are both associatively and taxonomically related prime each other in the infant mental...
Do words that are both associatively and taxonomically related prime each other in the infant mental...
When and how do infants develop a semantic system of words that are related to each other? We invest...
Three experiments investigate priming effects in a looking task for infants in their second year. In...
This thesis investigates the strategies infants use to generalise labels to different objects in the...
Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledg...
IntroductionAn organized mental lexicon determines new information acquisition by orienting attentio...
Prior research has shown that, at the initial stages of lexical development, children have a number...
Lexical categories like noun and verb are foundational to language acquisition, but these categories...
Recent research suggests that infants tend to add words to their vocabulary that are semantically re...
Background and Aim: Only at the onset of the second year are children able to form stable word-objec...
Do infants learn their early words in isolation? Or do they integrate new words into an inter-connec...
Do infants learn their early words in semantic isolation? Or do they integrate new words into an int...
Infants develop a lexical-semantic system of associatively and semantically related words by the end...
Adults recognise words faster given prior exposure to phonologically or semantically related words c...
Do words that are both associatively and taxonomically related prime each other in the infant mental...
Do words that are both associatively and taxonomically related prime each other in the infant mental...
When and how do infants develop a semantic system of words that are related to each other? We invest...
Three experiments investigate priming effects in a looking task for infants in their second year. In...
This thesis investigates the strategies infants use to generalise labels to different objects in the...
Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledg...
IntroductionAn organized mental lexicon determines new information acquisition by orienting attentio...
Prior research has shown that, at the initial stages of lexical development, children have a number...
Lexical categories like noun and verb are foundational to language acquisition, but these categories...
Recent research suggests that infants tend to add words to their vocabulary that are semantically re...
Background and Aim: Only at the onset of the second year are children able to form stable word-objec...