ArticleProceedings of the National Academy of Sciences of the United States of America2022
Real-world statistics at two timescales and a mechanism for infant learning of object names.
Article in Proceedings of the National Academy of Sciences of the United States of America, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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Who cites it
18 citing papers in PubMed.
- Theoretical and Methodological Insights From Five Transcribed and Annotated Daylong Audio Recordings of Young Children's Language Environments.Perspectives on psychological science : a journal of the Association for Psychological Science · 2026Article
- A solution to generalized learning from small training sets found in infants' repeated visual experiences of individual objects.Proceedings of the National Academy of Sciences of the United States of America · 2026Article
- Navigating Knowledge: Effects of State Curiosity on Children's Word Learning and Information Seeking.Developmental science · 2026Article
- Embodied word learning in schools and sustained attention in virtual reality.NPJ science of learning · 2026Article
- Child-Directed Speech Facilitates Semantic Role Learning: A Machine Learning Approach.Open mind : discoveries in cognitive science · 2026Article
- Throwing like a girl: a critique of past approaches and an illustrated proposal for a path forward.Biology of sex differences · 2025Review
- Feature identification learning both shapes and is shaped by spatial object-similarity representations.Communications psychology · 2025Article
- Object Functions and Words Reexamined: Toddlers' Recognition of Function Depends on Object Type.Journal of cognition and development : official journal of the Cognitive Development Society · 2025Article
- Information Sources for Word Meaning in Children's Picture Books: A Human Simulation Paradigm Study.Journal of cognition and development : official journal of the Cognitive Development Society · 2025Article
- Consistency and variability in multimodal parent-child social interaction: An at-home study using head-mounted eye trackers.Developmental psychology · 2024Article
- Word Repetition and Isolation are Intertwined in Children's Early Language Experiences.Open mind : discoveries in cognitive science · 2024Article
- Touch to learn: Multisensory input supports word learning and processing.Developmental science · 2024Article
- Signatures of cross-modal alignment in children's early concepts.Proceedings of the National Academy of Sciences of the United States of America · 2023Article
- Integrating cognition in the laboratory with cognition in the real world: the time cognition takes, task fidelity, and finding tasks when they are mixed together.Frontiers in psychology · 2023Review
- Profile of Linda B. Smith.Proceedings of the National Academy of Sciences of the United States of America · 2022Article
- Children build their vocabularies in noisy environments: The necessity of a cross-disciplinary approach to understand word learning.Wiley interdisciplinary reviews. Cognitive scienceArticle
- Early word learning is influenced by physical environments.Child developmentArticle
- Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars.Child developmentArticle
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2 authors.
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Abstract
Infants begin learning the visual referents of nouns before their first birthday. Despite considerable empirical and theoretical effort, little is known about the statistics of the experiences that enable infants to break into object–name learning. We used wearable sensors to collect infant experiences of visual objects and their heard names for 40 early-learned categories. The analyzed data were from one context that occurs multiple times a day and includes objects with early-learned names: mealtime. The statistics reveal two distinct timescales of experience. At the timescale of many mealtime episodes (n = 87), the visual categories were pervasively present, but naming of the objects in each of those categories was very rare. At the timescale of single mealtime episodes, names and referents did cooccur, but each name–referent pair appeared in very few of the mealtime episodes. The statistics are consistent with incremental learning of visual categories across many episodes and the rapid learning of name–object mappings within individual episodes. The two timescales are also consistent with a known cortical learning mechanism for one-episode learning of associations: new information, the heard name, is incorporated into well-established memories, the seen object category, when the new information cooccurs with the reactivation of that slowly established memory.
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