ArticleJournal of memory and language2018
The company objects keep: Linking referents together during cross-situational word learning.
Article in Journal of memory and language, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Hippocampal contributions to semantic memory retrieval: Strategy-specific impairments in transient global amnesia.Journal of neuropsychology · 2025Article
- Unlearning Incorrect Associations in Word Learning: Evidence From Eye-Tracking.Cognitive science · 2025Article
- A library for innovative category exemplars (ALICE) database: Streamlining research with printable 3D novel objects.Behavior research methods · 2024Article
- The effects of bilingualism on children's cross-situational word learning under different variability conditions.Journal of experimental child psychology · 2023Article
- Word Learning as a Window to Memory and Rehabilitation Outcomes in Traumatic Brain Injury.American journal of speech-language pathology · 2023Article
- Building lexical networks: Preschoolers extract different types of information in cross-situational learning.Journal of experimental child psychology · 2022Article
- Cross-situational and ostensive word learning in children with and without autism spectrum disorder.Cognition · 2019Article
- Semantic Memory and the Hippocampus: Revisiting, Reaffirming, and Extending the Reach of Their Critical Relationship.Frontiers in human neuroscience · 2019Review
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults track the statistical co-occurrence of labels and objects across multiple ambiguous training instances to learn words. However, it is less clear whether, given distributional or attentional cues, learners also encode associations amongst the novel objects. We investigated the consequences of two types of cues that highlighted object-object links in a cross-situational word learning task: distributional structure - how frequently the referents of novel words occurred together - and visual context - whether the referents were seen on matching backgrounds. Across three experiments, we found that in addition to learning novel words, adults formed connections between frequently co-occurring objects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word learning.
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Registered trials
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