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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


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


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