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Scott, Rose M.; Fisher, Cynthia – Cognition, 2012
Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only…
Descriptors: Evidence, Sentences, Verbs, Figurative Language
Smith, Linda; Yu, Chen – Cognition, 2008
First word learning should be difficult because any pairing of a word and scene presents the learner with an infinite number of possible referents. Accordingly, theorists of children's rapid word learning have sought constraints on word-referent mappings. These constraints are thought to work by enabling learners to resolve the ambiguity inherent…
Descriptors: Figurative Language, Infants, Vocabulary Development, Word Recognition