ArticleLanguage learning and development : the official journal of the Society for Language Development2020
The Limits of Infants' Early Word Learning.
Article in Language learning and development : the official journal of the Society for Language Development, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Trial
- No Evidence for Curiosity-Driven Information Selection Advantage in Infants' Novel Word Learning.Developmental science · 2026Article
- Investigating Visual Attention Differences and Relationships with Accuracy During Word Learning in Autistic and Neurotypical Children.Journal of autism and developmental disorders · 2025Article
- Children's affective involvement in early word learning.Scientific reports · 2023Article
- Brain Signatures of Embodied Semantics and Language: A Consensus Paper.Journal of cognition · 2023Article
- Nonverbal Action Interpretation Guides Novel Word Disambiguation in 12-Month-Olds.Open mind : discoveries in cognitive science · 2022Article
- Infants exploit vowels to label objects and actions from continuous audiovisual stimuli.Scientific reports · 2021Article
- The Acquisition of Noun and Verb Categories by Bootstrapping From a Few Known Words: A Computational Model.Frontiers in psychology · 2021Article
- In the absence of visual input: Electrophysiological evidence of infants' mapping of labels onto auditory objects.Developmental cognitive neuroscience · 2020Article
- Early word learning is influenced by physical environments.Child developmentArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
In this series of experiments, we tested the limits of young infants' word learning and generalization abilities in light of recent findings reporting sophisticated word learning abilities in the first year of life. Ten-month-old infants were trained with two word-object pairs and tested with either the same or different members of the corresponding categories. In Experiment 1, infants showed successful learning of the word-object associations, when trained and tested with a single exemplar from each category. In Experiment 2, infants were presented with multiple within-category items during training but failed to learn the word-object associations. In Experiment 3, infants were presented with a single exemplar from each category during training, and failed to generalize words to a new category exemplar. However, when infants were trained with items from perceptually and conceptually distinct categories in Experiment 4, they showed weak evidence for generalization of words to novel members of the corresponding categories. It is suggested that word learning in the first year begins as the formation of simple associations between words and objects that become enriched as experience with objects, words and categories accumulates across development.
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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.