ReviewWiley interdisciplinary reviews. Cognitive science2017
Word learning mechanisms.
Review in Wiley interdisciplinary reviews. Cognitive science, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 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
13 citing papers in PubMed.
- Semantic and Syntactic Properties of Words and the Receptive-Expressive Gap in Autistic and Non-Autistic Children.Journal of speech, language, and hearing research : JSLHR · 2023Article
- A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children.Frontiers in rehabilitation sciences · 2022Article
- Parental tuning of language input to autistic and nonspectrum children.Frontiers in psychology · 2022Article
- Mapping Word to World in ASL: Evidence from a Human Simulation Paradigm.Cognitive science · 2021Article
- Repetition Versus Variability in Verb Learning: Sometimes Less Is More.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Two-year-olds consolidate verb meanings during a nap.Cognition · 2020Article
- Linguistic context in verb learning: Less is sometimes more.Language learning and development : the official journal of the Society for Language Development · 2020Article
- Lexical processing of nouns and verbs at 36 months of age predicts concurrent and later vocabulary and school readiness.Journal of cognition and development : official journal of the Cognitive Development Society · 2020Article
- The Relation Between Early Parent Verb Input and Later Expressive Verb Vocabulary in Children With Autism Spectrum Disorder.Journal of speech, language, and hearing research : JSLHR · 2019Article
- The syntactic and semantic features of two-year-olds' verb vocabularies: a comparison of typically developing children and late talkers.Journal of child language · 2019Article
- An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers.Journal of speech, language, and hearing research : JSLHR · 2018Article
- Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input.Journal of speech, language, and hearing research : JSLHR · 2018Review
- Age-Dependent Positivity-Bias in Children's Processing of Emotion Terms.Frontiers in psychology · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
How do children acquire the meanings of words? Many word learning mechanisms have been proposed to guide learners through this challenging task. Despite the availability of rich information in the learner's linguistic and extralinguistic input, the word-learning task is insurmountable without such mechanisms for filtering through and utilizing that information. Different kinds of words, such as nouns denoting object concepts and verbs denoting event concepts, require to some extent different kinds of information and, therefore, access to different kinds of mechanisms. We review some of these mechanisms to examine the relationship between the input that is available to learners and learners' intake of that input-that is, the organized, interpreted, and stored representations they form. We discuss how learners segment individual words from the speech stream and identify their grammatical categories, how they identify the concepts denoted by these words, and how they refine their initial representations of word meanings. WIREs Cogn Sci 2017, 8:e1435. doi: 10.1002/wcs.1435 This article is categorized under: Linguistics > Language Acquisition Psychology > Language.
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.