The Limits of Infants' Early Word Learning
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| Title: | The Limits of Infants' Early Word Learning |
|---|---|
| Language: | English |
| Authors: | Taxitari, Loukia, Twomey, Katherine E., Westermann, Gert, Mani, Nivedita |
| Source: | Language Learning and Development. 2020 16(1):1-21. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Infants, Vocabulary Development, Language Acquisition, Associative Learning, Play, Pretests Posttests, Correlation, Computer Assisted Instruction, Pictorial Stimuli |
| DOI: | 10.1080/15475441.2019.1670184 |
| ISSN: | 1547-5441 |
| Abstract: | In this series of experiments, we tested the limits of young infants' word learning and generalization abilities in light of recent findings reporting sophisticated word learning abilities in the first year of life. Ten-month-old infants were trained with two word-object pairs and tested with either the same or different members of the corresponding categories. In Experiment 1, infants showed successful learning of the word-object associations, when trained and tested with a single exemplar from each category. In Experiment 2, infants were presented with multiple within-category items during training but failed to learn the word-object associations. In Experiment 3, infants were presented with a single exemplar from each category during training, and failed to generalize words to a new category exemplar. However, when infants were trained with items from perceptually and conceptually distinct categories in Experiment 4, they showed weak evidence for generalization of words to novel members of the corresponding categories. It is suggested that word learning in the first year begins as the formation of simple associations between words and objects that become enriched as experience with objects, words and categories accumulates across development. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1246289 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1246289 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Limits of Infants' Early Word Learning – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Taxitari%2C+Loukia%22">Taxitari, Loukia</searchLink><br /><searchLink fieldCode="AR" term="%22Twomey%2C+Katherine+E%2E%22">Twomey, Katherine E.</searchLink><br /><searchLink fieldCode="AR" term="%22Westermann%2C+Gert%22">Westermann, Gert</searchLink><br /><searchLink fieldCode="AR" term="%22Mani%2C+Nivedita%22">Mani, Nivedita</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Language+Learning+and+Development%22"><i>Language Learning and Development</i></searchLink>. 2020 16(1):1-21. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Associative+Learning%22">Associative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Pictorial+Stimuli%22">Pictorial Stimuli</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/15475441.2019.1670184 – Name: ISSN Label: ISSN Group: ISSN Data: 1547-5441 – Name: Abstract Label: Abstract Group: Ab Data: In this series of experiments, we tested the limits of young infants' word learning and generalization abilities in light of recent findings reporting sophisticated word learning abilities in the first year of life. Ten-month-old infants were trained with two word-object pairs and tested with either the same or different members of the corresponding categories. In Experiment 1, infants showed successful learning of the word-object associations, when trained and tested with a single exemplar from each category. In Experiment 2, infants were presented with multiple within-category items during training but failed to learn the word-object associations. In Experiment 3, infants were presented with a single exemplar from each category during training, and failed to generalize words to a new category exemplar. However, when infants were trained with items from perceptually and conceptually distinct categories in Experiment 4, they showed weak evidence for generalization of words to novel members of the corresponding categories. It is suggested that word learning in the first year begins as the formation of simple associations between words and objects that become enriched as experience with objects, words and categories accumulates across development. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1246289 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1246289 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15475441.2019.1670184 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Subjects: – SubjectFull: Infants Type: general – SubjectFull: Vocabulary Development Type: general – SubjectFull: Language Acquisition Type: general – SubjectFull: Associative Learning Type: general – SubjectFull: Play Type: general – SubjectFull: Pretests Posttests Type: general – SubjectFull: Correlation Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Pictorial Stimuli Type: general Titles: – TitleFull: The Limits of Infants' Early Word Learning Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Taxitari, Loukia – PersonEntity: Name: NameFull: Twomey, Katherine E. – PersonEntity: Name: NameFull: Westermann, Gert – PersonEntity: Name: NameFull: Mani, Nivedita IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1547-5441 Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: Language Learning and Development Type: main |
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