- New
-
Topics
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- Journals
- Submit material
- More
Word learning is 'smart': evidence that conceptual information affects preschoolers' extension of novel words
Cognition 84 (1):B11-B22 (2002)
Abstract
This article has no associated abstract. (fix it)My notes
Similar books and articles
Word extension: A key to early word learning and domain-specificity.Sandra R. Waxman - 2001 - Behavioral and Brain Sciences 24 (6):1121-1122.
Cross-Situational Learning: An Experimental Study of Word-Learning Mechanisms.Kenny Smith, Andrew D. M. Smith & Richard A. Blythe - 2011 - Cognitive Science 35 (3):480-498.
From impossible words to conceptual structure: The role of structure and processes in the lexicon.Kent Johnson - 2004 - Mind and Language 19 (3):334-358.
Proper names in early word learning: Rethinking a theoretical account of lexical development.D. Geoffrey Hall - 2009 - Mind and Language 24 (4):404-432.
Detailed Behavioral Analysis as a Window Into Cross-Situational Word Learning.Sumarga H. Suanda & Laura L. Namy - 2012 - Cognitive Science 36 (3):545-559.
Effects of Visual Information on Adults' and Infants' Auditory Statistical Learning.Erik D. Thiessen - 2010 - Cognitive Science 34 (6):1093-1106.
Don't preverbal infants map words onto referents?Lakshmi J. Gogate - 2001 - Behavioral and Brain Sciences 24 (6):1106-1107.
A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and Voices.Mariko Moher, Lisa Feigenson & Justin Halberda - 2010 - Cognitive Science 34 (5):719-751.
Using Variability to Guide Dimensional Weighting: Associative Mechanisms in Early Word Learning.Keith S. Apfelbaum & Bob McMurray - 2011 - Cognitive Science 35 (6):1105-1138.
Meaning, signification, and suggestion: Berkeley on general words.Timothy Pritchard - 2012 - History of Philosophy Quarterly 29 (3):301-317.
Competitive Processes in CrossâSituational Word Learning.Daniel Yurovsky, Chen Yu & Linda B. Smith - 2013 - Cognitive Science 37 (5):891-921.
Analytics
Added to PP
2014-01-20
Downloads
33 (#484,501)
6 months
3 (#976,558)
2014-01-20
Downloads
33 (#484,501)
6 months
3 (#976,558)
Historical graph of downloads
Citations of this work
Word learning as Bayesian inference.Fei Xu & Joshua B. Tenenbaum - 2007 - Psychological Review 114 (2):245-272.
From the Lexicon to Expectations About Kinds: A Role for Associative Learning.Eliana Colunga & Linda B. Smith - 2005 - Psychological Review 112 (2):347-382.
The Emergence of Words: Attentional Learning in Form and Meaning.Terry Regier - 2005 - Cognitive Science 29 (6):819-865.
Knowledge as Process: Contextually Cued Attention and Early Word Learning.Linda B. Smith, Eliana Colunga & Hanako Yoshida - 2010 - Cognitive Science 34 (7):1287-1314.
Categorical structure among shared features in networks of early-learned nouns.Thomas T. Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda Smith - 2009 - Cognition 112 (3):381-396.
References found in this work
Ontological categories guide young children's inductions of word meaning: Object terms and substance terms.Nancy N. Soja, Susan Carey & Elizabeth S. Spelke - 1991 - Cognition 38 (2):179-211.
Reuniting perception and conception.Robert L. Goldstone & Lawrence W. Barsalou - 1998 - Cognition 65 (2-3):231-262.
Naming in young children: a dumb attentional mechanism?Linda B. Smith, Susan S. Jones & Barbara Landau - 1996 - Cognition 60 (2):143-171.
Early noun vocabularies: do ontology, category structure and syntax correspond?Larissa K. Samuelson & Linda B. Smith - 1999 - Cognition 73 (1):1-33.
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-64dd777598-wg6s5 uwo