ArticlePloS one2011
Grounding word learning in space.
Article in PloS one, 2011. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 40 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
40 citing papers in PubMed.
- Neural signatures of word learning during adult-child interactions.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- A library for innovative category exemplars (ALICE) database: Streamlining research with printable 3D novel objects.Behavior research methods · 2024Article
- Neural dynamic foundations of a theory of higher cognition: the case of grounding nested phrases.Cognitive neurodynamics · 2024Article
- Touch to learn: Multisensory input supports word learning and processing.Developmental science · 2024Article
- Article
- Testing predictions of a neural process model of visual attention in infancy across competitive and non-competitive contexts.Infancy : the official journal of the International Society on Infant Studies · 2022Article
- Coordination of Caregiver Naming and Children's Exploration of Solid Objects and Nonsolid Substances.Frontiers in psychology · 2022Article
- Nonverbal Action Interpretation Guides Novel Word Disambiguation in 12-Month-Olds.Open mind : discoveries in cognitive science · 2022Article
- Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways.Child development perspectives · 2021Article
- Infants' performance in the indirect false belief tasks: A second-person interpretation.Wiley interdisciplinary reviews. Cognitive science · 2021Review
- Learning words in space and time: Contrasting models of the suspicious coincidence effect.Cognition · 2021Article
- Consistency of co-occurring actions influences young children's word learning.Royal Society open science · 2019Article
- Parameter Inference for Computational Cognitive Models with Approximate Bayesian Computation.Cognitive science · 2019Article
- Assessing individual differences in the speed and accuracy of intersensory processing in young children: The intersensory processing efficiency protocol.Developmental psychology · 2018Article
- All the Right Noises: Background Variability Helps Early Word Learning.Cognitive science · 2018Article
- The company objects keep: Linking referents together during cross-situational word learning.Journal of memory and language · 2018Article
- Learning During Processing: Word Learning Doesn't Wait for Word Recognition to Finish.Cognitive science · 2017Article
- Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention.Cognitive science · 2017Article
- What does it take to learn a word?Wiley interdisciplinary reviews. Cognitive science · 2017Review
- Observational Word Learning: Beyond Propose-But-Verify and Associative Bean Counting.Journal of memory and language · 2016Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Humans and objects, and thus social interactions about objects, exist within space. Words direct listeners' attention to specific regions of space. Thus, a strong correspondence exists between where one looks, one's bodily orientation, and what one sees. This leads to further correspondence with what one remembers. Here, we present data suggesting that children use associations between space and objects and space and words to link words and objects--space binds labels to their referents. We tested this claim in four experiments, showing that the spatial consistency of where objects are presented affects children's word learning. Next, we demonstrate that a process model that grounds word learning in the known neural dynamics of spatial attention, spatial memory, and associative learning can capture the suite of results reported here. This model also predicts that space is special, a prediction supported in a fifth experiment that shows children do not use color as a cue to bind words and objects. In a final experiment, we ask whether spatial consistency affects word learning in naturalistic word learning contexts. Children of parents who spontaneously keep objects in a consistent spatial location during naming interactions learn words more effectively. Together, the model and data show that space is a powerful tool that can effectively ground word learning in social contexts.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.