Add to ORKGAbstract Previous research shows that people can acquire an impressive number of word-referent pairs after viewing a series of ambiguous trials by accumulating cooccurrence statistics (e.g.
Recent research has sought to examine how learners are able to track the co-occurrence of words and ...
Despite the high degree of referential uncertainty in the world, infants learn nouns with astonishin...
Previous research indicates learning words facilitates categorization. In the current study, we inve...
Objects in the world usually have names at different hierarchical levels (e.g., beagle, dog, animal)...
Recent laboratory experiments have shown that both infant and adult learners can acquire word-refere...
Word learning happens in everyday contexts with many words and many potential referents for those wo...
The Mutual Exclusivity (ME) constraint – a preference for mapping one word to one object – has been ...
Learners are able to infer the meanings of words by observ-ing the consistent statistical associatio...
A child learning language must determine the correct mappings between spoken words and their referen...
An explanation for the acquisition of word-object mappings is the associative learning in a crosssit...
Cross-situational word learning is based on the notion that a learner can determine the referent of ...
Learning to map words onto their referents is difficult, because there are multiple possibilities fo...
ABSTRACT—There are an infinite number of possible word-to-word pairings in naturalistic learning env...
When we encounter a new word, there are often multiple objects that the word might refer to [1]. Non...
The problem of how young learners acquire the meaning of words is fundamental to language developmen...
Recent research has sought to examine how learners are able to track the co-occurrence of words and ...
Despite the high degree of referential uncertainty in the world, infants learn nouns with astonishin...
Previous research indicates learning words facilitates categorization. In the current study, we inve...
Objects in the world usually have names at different hierarchical levels (e.g., beagle, dog, animal)...
Recent laboratory experiments have shown that both infant and adult learners can acquire word-refere...
Word learning happens in everyday contexts with many words and many potential referents for those wo...
The Mutual Exclusivity (ME) constraint – a preference for mapping one word to one object – has been ...
Learners are able to infer the meanings of words by observ-ing the consistent statistical associatio...
A child learning language must determine the correct mappings between spoken words and their referen...
An explanation for the acquisition of word-object mappings is the associative learning in a crosssit...
Cross-situational word learning is based on the notion that a learner can determine the referent of ...
Learning to map words onto their referents is difficult, because there are multiple possibilities fo...
ABSTRACT—There are an infinite number of possible word-to-word pairings in naturalistic learning env...
When we encounter a new word, there are often multiple objects that the word might refer to [1]. Non...
The problem of how young learners acquire the meaning of words is fundamental to language developmen...
Recent research has sought to examine how learners are able to track the co-occurrence of words and ...
Despite the high degree of referential uncertainty in the world, infants learn nouns with astonishin...
Previous research indicates learning words facilitates categorization. In the current study, we inve...