ArticleCognitive science2018
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.
Article in Cognitive science, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Drivers of exploration early in development: Perceptual novelty rather than a quest for information.Developmental psychology · 2026Article
- Neurophysiological evidence of single-shot semantic mapping in the developing brain.Frontiers in human neuroscience · 2025Article
- Can Infants Retain Statistically Segmented Words and Mappings Across a Delay?Cognitive science · 2024Article
- Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder.Journal of autism and developmental disorders · 2022Article
- Research on Feature Extraction and Chinese Translation Method of Internet-of-Things English Terminology.Computational intelligence and neuroscience · 2022Article
- Coordination of Caregiver Naming and Children's Exploration of Solid Objects and Nonsolid Substances.Frontiers in psychology · 2022Article
- Activation for newly learned words in left medial-temporal lobe during toddlers' sleep is associated with memory for words.Current biology : CB · 2021Article
- Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways.Child development perspectives · 2021Article
- When slowing down processing helps learning: Lexico-semantic structure supports retention, but interferes with disambiguation of novel object-label mappings.Developmental science · 2020Article
- Sometimes it is better to know less: How known words influence referent selection and retention in 18- to 24-month-old children.Journal of experimental child psychology · 2020Article
- What does it take to learn a word?Wiley interdisciplinary reviews. Cognitive science · 2017Review
- Beyond the Bayley: Neurocognitive Assessments of Development During Infancy and Toddlerhood.Developmental neuropsychologyReview
- Article
- Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy.Child developmentArticle
Corrections and comments
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Authors and funding
3 authors.
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Abstract
Identifying the referent of novel words is a complex process that young children do with relative ease. When given multiple objects along with a novel word, children select the most novel item, sometimes retaining the word-referent link. Prior work is inconsistent, however, on the role of object novelty. Two experiments examine 18-month-old children's performance on referent selection and retention with novel and known words. The results reveal a pervasive novelty bias on referent selection with both known and novel names and, across individual children, a negative correlation between attention to novelty and retention of new word-referent links. A computational model examines possible sources of the bias, suggesting novelty supports in-the-moment behavior but not retention. Together, results suggest that when lexical knowledge is weak, attention to novelty drives behavior, but alone does not sustain learning. Importantly, the results demonstrate that word learning may be driven, in part, by low-level perceptual processes.
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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.