NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Perry, Lynn K.; Kucker, Sarah C.; Horst, Jessica S.; Samuelson, Larissa K. – Developmental Science, 2023
Children with delays in expressive language (late talkers) have heterogeneous developmental trajectories. Some are late bloomers who eventually "catch-up," but others have persisting delays or are later diagnosed with developmental language disorder (DLD). Early in development it is unclear which children will belong to which group. We…
Descriptors: Language Impairments, Delayed Speech, Language Acquisition, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Bakopoulou, Milena; Lorenz, Megan G.; Forbes, Samuel H.; Tremlin, Rachel; Bates, Jessica; Samuelson, Larissa K. – Developmental Science, 2023
Words direct visual attention in infants, children, and adults, presumably by activating representations of referents that then direct attention to matching stimuli in the visual scene. Novel, unknown, words have also been shown to direct attention, likely via the activation of more general representations of naming events. To examine the critical…
Descriptors: Vocabulary Development, Attention, Eye Movements, Nouns
Peer reviewed Peer reviewed
Direct linkDirect link
Perry, Lynn K.; Samuelson, Larissa K.; Burdinie, Johanna B. – Developmental Science, 2014
We examine developmental interactions between context, exploration, and word learning. Infants show an understanding of how nonsolid substances are categorized that does not reliably transfer to learning how these categories are named in laboratory tasks. We argue that what infants learn about naming nonsolid substances is contextually bound--most…
Descriptors: Infants, Vocabulary Development, Word Recognition, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Horst, Jessica S.; Ellis, Ann E.; Samuelson, Larissa K.; Trejo, Erika; Worzalla, Samantha L.; Peltan, Jessica R.; Oakes, Lisa M. – Developmental Science, 2009
Two experiments demonstrate that 14- to 18-month-old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some…
Descriptors: Toddlers, Classification, Language Acquisition, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Samuelson, Larissa K.; Horst, Jessica S. – Developmental Science, 2008
Young children tend to generalize novel names for novel solid objects by similarity in shape, a phenomenon dubbed "the shape bias". We believe that the critical insights needed to explain the shape bias in particular, and cognitive development more generally, come from Dynamic Systems Theory. We present two examples of recent work focusing on the…
Descriptors: Neurological Organization, Novelty (Stimulus Dimension), Cognitive Development, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Samuelson, Larissa K.; Smith, Linda B. – Developmental Science, 2005
Two experiments explore children's spontaneous labeling of novel objects as a method to study early lexical access. The experiments also provide new evidence on children's attention to object shape when labeling objects. In Experiment 1, the spontaneous productions of 21 23- to 28-month-olds (mean 26;28) shown a set of novel, unnamed objects were…
Descriptors: Form Classes (Languages), Novelty (Stimulus Dimension), Vocabulary Development, Language Acquisition