ArticleCognitive science2017
Moving Word Learning to a Novel Space: A Dynamic Systems View of Referent Selection and Retention.
Article in Cognitive science, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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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.
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Who cites it
10 citing papers in PubMed.
- How do Autistic and Neurotypical Children's Interests Influence their Accuracy During Novel Word Learning?Journal of autism and developmental disorders · 2024Article
- Understanding speech and language in tuberous sclerosis complex.Frontiers in human neuroscience · 2023Review
- Understanding preschoolers' word learning success in different scenarios: disambiguation meets statistical learning and eBook reading.Frontiers in psychology · 2023Article
- Nonverbal Action Interpretation Guides Novel Word Disambiguation in 12-Month-Olds.Open mind : discoveries in cognitive science · 2022Article
- The Limits of Infants' Early Word Learning.Language learning and development : the official journal of the Society for Language Development · 2020Article
- Too Much of a Good Thing: How Novelty Biases and Vocabulary Influence Known and Novel Referent Selection in 18-Month-Old Children and Associative Learning Models.Cognitive science · 2018Article
- All the Right Noises: Background Variability Helps Early Word Learning.Cognitive science · 2018Article
- What does it take to learn a word?Wiley interdisciplinary reviews. Cognitive science · 2017Review
- Article
- Selective Attention in Early Word Learning: An Eye-Tracking Study on Viewing Naturalistic Egocentric Scenes.Infancy : the official journal of the International Society on Infant StudiesArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Theories of cognitive development must address both the issue of how children bring their knowledge to bear on behavior in-the-moment, and how knowledge changes over time. We argue that seeking answers to these questions requires an appreciation of the dynamic nature of the developing system in its full, reciprocal complexity. We illustrate this dynamic complexity with results from two lines of research on early word learning. The first demonstrates how the child's active engagement with objects and people supports referent selection via memories for what objects were previously seen in a cued location. The second set of results highlights changes in the role of novelty and attentional processes in referent selection and retention as children's knowledge of words and objects grows. Together this work suggests that understanding systems for perception, action, attention, and memory, and their complex interaction, is critical to understand word learning. We review recent literature that highlights the complex interactions between these processes in cognitive development and point to critical issues for future work.
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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.