ArticlePsychonomic bulletin & review2026
Leveraging word knowledge from everyday language.
Article in Psychonomic bulletin & review, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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2 authors.
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Abstract
Within the first few years of life, children go from nonverbal infants to fluent users of hundreds of words. This feat unfolds as children are immersed in a sea of words in conversations, stories, and other language contexts. In principle, word contexts might support word learning because words with similar meanings tend to occur in similar contexts. Thus, a child who knows some fruit words and has heard them in the context of "juicy" might learn that a "juicy mango" is also a fruit even without ever seeing a mango. Indeed, cutting-edge large language models leverage just these context cues to form rich representations of words. Yet we do not know whether these cues are an important driver of real-world word learning. We quantified context cues in children's everyday English language input and found that they did reliably predict real-world word learning, above and beyond other established predictors. These findings illuminate how everyday language scaffolds word learning.
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