ArticlePsychonomic bulletin & review2024
The effects of speaker and exemplar variability in children's cross-situational word learning.
Article in Psychonomic bulletin & review, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.Journal of speech, language, and hearing research : JSLHR · 2026Article
- From Recognition to Production: Receptive and Expressive Cross-Situational Word Learning in Monolingual and Bilingual Children.Behavioral sciences (Basel, Switzerland) · 2026Article
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Authors and funding
3 authors.
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Abstract
Cross-situational word learning (XSWL) - children's ability to learn words by tracking co-occurrence statistics of words and their referents over time - has been identified as a fundamental mechanism underlying lexical learning. However, it is unknown whether children can acquire new words when faced with variable input in XSWL paradigms, such as varying object exemplars and variable speakers. In the present study, we examine the separate and combined effects of exemplar and speaker variability on XSWL in typically developing English-speaking monolingual children. Results revealed that variability in speakers and exemplars did not facilitate or hinder XSWL performance. However, input that varied in both speakers and exemplars simultaneously did hinder children's word learning. Results from this work suggest that XSWL mechanisms may support categorization and generalization beyond word-object associations, but that accommodating multiple forms of variable input may incur costs. Overall, this research provides new theoretical insights into how fundamental mechanisms of word learning scale to more complex and naturalistic forms of input.
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