ArticlePsychonomic bulletin & review2017
Grounding statistical learning in context: The effects of learning and retrieval contexts on cross-situational word learning.
Article in Psychonomic bulletin & review, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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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
4 citing papers in PubMed.
- Article
- Combining statistics: the role of phonotactics on cross-situational word learning.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2022Article
- Building lexical networks: Preschoolers extract different types of information in cross-situational learning.Journal of experimental child psychology · 2022Article
- Learning Object Names at Different Hierarchical Levels Using Cross-Situational Statistics.Cognitive science · 2018Article
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Authors and funding
2 authors.
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Abstract
Natural language environments usually provide structured contexts for learning. This study examined the effects of semantically themed contexts-in both learning and retrieval phases-on statistical word learning. Results from 2 experiments consistently showed that participants had higher performance in semantically themed learning contexts. In contrast, themed retrieval contexts did not affect performance. Our work suggests that word learners are sensitive to statistical regularities not just at the level of individual word-object co-occurrences but also at another level containing a whole network of associations among objects and their properties.
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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.