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Direct linkKachergis, George; Yu, Chen; Shiffrin, Richard M. – Cognitive Science, 2017
Prior research has shown that people can learn many nouns (i.e., word--object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross-situational learning, people must approximately track which words and referents co-occur most frequently. This study investigates the effects of allowing…
Descriptors: Vocabulary Development, Linguistic Theory, Context Effect, Familiarity
Peer reviewedRosenthal, Ted L.; White, Glenn M. – Journal of Experimental Child Psychology, 1972
Extensive, yet selective, changes in word associate choices were obtained with the procedures presently studied; suggesting that simple nonverbal," response formats may facilitate investigation of cognitive and social behavior in young children. (Authors)
Descriptors: Association Measures, Associative Learning, Elementary School Students, Models
