Jump to ContentJump to Main Navigation

You are looking at 1-20 of 30 items

  • Keywords: word learning x
Clear All Modify Search

View:

Entering Language: The First Phase

Lorraine McCune

in How Children Learn to Learn Language

Published in print:
2008
Published Online:
May 2008
ISBN:
9780195177879
eISBN:
9780199870202
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195177879.003.0003
Subject:
Psychology, Developmental Psychology

This chapter addresses characteristics of the single-word period, including definitions applied in this book and some areas of current controversy in lexical development. Topics covered include ... More


The Role of the Body in Infant Language Learning

Chen Yu and Dana H. Ballard

in The Spatial Foundations of Language and Cognition

Published in print:
2009
Published Online:
May 2010
ISBN:
9780199553242
eISBN:
9780191720444
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199553242.003.0010
Subject:
Linguistics, Semantics and Pragmatics, Psycholinguistics / Neurolinguistics / Cognitive Linguistics

We show in a series of three related studies that intentional cues encoded in body movements can provide very specific gains to language learning. A computational model is developed on the basis of ... More


Integrating Connectionist Learning and Dynamical Systems Processing: Case Studies in Speech and Lexical Development

Bob McMurray, Jessica S. Horst, Joseph C. Toscano, and Larissa K. Samuelson

in Toward a Unified Theory of Development Connectionism and Dynamic System Theory Re-Consider

Published in print:
2009
Published Online:
September 2009
ISBN:
9780195300598
eISBN:
9780199867165
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195300598.003.0011
Subject:
Psychology, Cognitive Psychology, Developmental Psychology

This chapter examines the interplay of dynamical systems and connectionism at the level of both theory and computation. It begins with a discussion of developmental mechanism focusing on two ... More


Early Word Learning and Other Seemingly Symbolic Behaviors

Laura L. Namy

in Learning and the Infant Mind

Published in print:
2008
Published Online:
September 2008
ISBN:
9780195301151
eISBN:
9780199894246
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195301151.003.0010
Subject:
Psychology, Developmental Psychology

This chapter explores children's grasp of object names. It begins by reviewing the basic word-learning paradigm used to study children's symbol-mapping abilities. It then discusses the effect of ... More


Counterpoint Commentary

Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, Lois Bloom, Linda B. Smith, Amanda L. Woodward, Nameera Akhtar, Micheal Tomasello, and George Hollich

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.007
Subject:
Psychology, Developmental Psychology

This chapter contains the authors' reactions to the previous chapters and stresses the similarities and differences between these theoretical views. It discusses that part of the debate concerns ... More


The Intentionality Model of Word Learning: How to Learn a Word Any Word

Lois Bloom

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.002
Subject:
Psychology, Developmental Psychology

This chapter discusses word learning in the context of the whole child. It states that Lois Bloom stresses how word learning forms a part of language development and how language emerges out of a ... More


Constraining the Problem Space in Early Word Learning

Amanda L. Woodward

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.004
Subject:
Psychology, Developmental Psychology

This chapter discusses Amanda L. Woodward's summary of the bounty of research which claims that constraints play a role in word learning from the earliest stages. It adds that Woodward argues, for ... More


An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues

Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and George Hollich

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.006
Subject:
Psychology, Developmental Psychology

This chapter discusses the ideas pointed out by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff and George Hollich. It stresses that multiple cues are necessary for word learning. In emergentist ... More


A Unified Theory of Word Learning: Putting Verb Acquisition in Context

Mandy J. Maguire, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff

in Action Meets Word: How children learn verbs

Published in print:
2006
Published Online:
April 2010
ISBN:
9780195170009
eISBN:
9780199893300
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195170009.003.0015
Subject:
Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology

This chapter expands a broad-based developmental theory of word learning (the emergentist coalition model [ECM]) to illuminate how children acquire language with a specific focus on verb acquisition. ... More


The Social Nature of Words and Word Learning

Nameera Akhtar and Michael Tomasello

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.005
Subject:
Psychology, Developmental Psychology

This chapter describes research findings from the social-pragmatic approach. It discusses that Nameera Akhtar and Michael Tomasello's dramatic findings demonstrate how word learning occurs in some ... More


Understanding the Role of Communicative Intentions in Word Learning

Mark A. Sabbagh and Dare Baldwin

in Joint Attention: Communication and Other Minds: Issues in Philosophy and Psychology

Published in print:
2005
Published Online:
September 2010
ISBN:
9780199245635
eISBN:
9780191715303
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199245635.003.0008
Subject:
Philosophy, Philosophy of Mind

This chapter presents arguments and reviews evidence in support of the hypothesis that in the course of typical word learning, young children actively pursue joint attention because they understand ... More


Learning How to Learn Words: An Associative Crane

Linda B. Smith

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.003
Subject:
Psychology, Developmental Psychology

This chapter discusses Linda B. Smith's concern with how associative mechanisms drive word learning and, more importantly, how they allow the child to build up biases that engender additional word ... More


Word, Intention, and Action: A Two-Tiered Model of Action Word Learning

Diane Poulin-Dubois and James N. Forbes

in Action Meets Word: How children learn verbs

Published in print:
2006
Published Online:
April 2010
ISBN:
9780195170009
eISBN:
9780199893300
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195170009.003.0011
Subject:
Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology

This chapter examines how children's cognitive, social, and linguistic abilities interact to enable them to analyze action in events and learn novel verbs. It argues that “infants not only are ... More


Are Nouns Easier to Learn Than Verbs? Three Experimental Studies

Jane B. Childers and Michael Tomasello

in Action Meets Word: How children learn verbs

Published in print:
2006
Published Online:
April 2010
ISBN:
9780195170009
eISBN:
9780199893300
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195170009.003.0013
Subject:
Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology

A current controversy in the study of word learning is whether it is conceptually easier to learn nouns as compared to verbs early in development. This chapter describes three experiments which ... More


East and West: A Role for Culture in the Acquisition of Nouns and Verbs

Tracy A. Lavin, D. Geoffrey Hall, and Sandra R. Waxman

in Action Meets Word: How children learn verbs

Published in print:
2006
Published Online:
April 2010
ISBN:
9780195170009
eISBN:
9780199893300
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195170009.003.0021
Subject:
Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology

This chapter presents a multifactor view of word learning, opting for a social explanation based in cultural factors. Using a modification of Gillette and Gleitman's human simulation paradigm, ... More


Discovering Verbs Through Multiple-Cue Integration

Morten H. Christiansen and Padraic Monaghan

in Action Meets Word: How children learn verbs

Published in print:
2006
Published Online:
April 2010
ISBN:
9780195170009
eISBN:
9780199893300
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195170009.003.0004
Subject:
Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology

This chapter discusses how children may accomplish the difficult task of verb learning, focusing on the integration of multiple language-internal cues to verb forms. It first reviews previous work on ... More


Word Learning: Icon, Index, or Symbol?

Roberta Michnick Golinkoff and Kathy Hirsh-Pasek

in Becoming a Word Learner: A Debate on Lexical Acquisition

Published in print:
2000
Published Online:
April 2010
ISBN:
9780195130324
eISBN:
9780199893898
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195130324.003.001
Subject:
Psychology, Developmental Psychology

This chapter begins by defining “word”. It explains that words are minimal free forms in the languages of the world and are the building blocks of language. It then examines how humans cross the ... More


Action Meets Word: How children learn verbs

Kathryn A. Hirsh-Pasek and Roberta M. Golinkoff

Published in print:
2006
Published Online:
April 2010
ISBN:
9780195170009
eISBN:
9780199893300
Item type:
book
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195170009.001.0001
Subject:
Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology

Words are the building blocks of language. An understanding of how words are learned is thus central to any theory of language acquisition. Although there has been a surge in our understanding of ... More


Modularity

Emma Borg

in Minimal Semantics

Published in print:
2004
Published Online:
November 2004
ISBN:
9780199270255
eISBN:
9780191601477
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/0199270252.003.0003
Subject:
Philosophy, Philosophy of Language

An introduction to the notion of modularity of mind and an argument as to why only formal semantic theories are compatible with the claim that semantic comprehension is the product of a (Fodorian) ... More


Induction, overhypotheses, and the shape bias:: Some arguments and evidence for rational constructivism

Fei Xu, Kathryn Dewar, and Amy Perfors

in The Origins of Object Knowledge

Published in print:
2009
Published Online:
March 2012
ISBN:
9780199216895
eISBN:
9780191696039
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199216895.003.0011
Subject:
Psychology, Developmental Psychology

The authors in this chapter focus on a case study of how object representations in infants interact with early word learning, particularly the nature of the so-called ‘shape bias’. A short review of ... More


View: