Journal article
What does it take to learn a word?
Wiley interdisciplinary reviews. Cognitive science, Vol.8(1-2), pp.e1421-n/a
01/2017
DOI: 10.1002/wcs.1421
PMCID: PMC5182137
PMID: 27911490
Abstract
Vocabulary learning is deceptively hard, but toddlers often make it look easy. Prior theories proposed that children's rapid acquisition of words is based on language-specific knowledge and constraints. In contrast, more recent work converges on the view that word learning proceeds via domain-general processes that are tuned to richly structured-not impoverished-input. We argue that new theoretical insights, coupled with methodological tools, have pushed the field toward an appreciation of simple, content-free processes working together as a system to support the acquisition of words. We illustrate this by considering three central phenomena of early language development: referential ambiguity, fast-mapping, and the vocabulary spurt. WIREs Cogn Sci 2017, 8:e1421. doi: 10.1002/wcs.1421 For further resources related to this article, please visit the WIREs website.
Details
- Title: Subtitle
- What does it take to learn a word?
- Creators
- Larissa K Samuelson - DeLTA Center, University of Iowa, Iowa City, IA, USABob McMurray - Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA, USA
- Resource Type
- Journal article
- Publication Details
- Wiley interdisciplinary reviews. Cognitive science, Vol.8(1-2), pp.e1421-n/a
- DOI
- 10.1002/wcs.1421
- PMID
- 27911490
- PMCID
- PMC5182137
- NLM abbreviation
- Wiley Interdiscip Rev Cogn Sci
- ISSN
- 1939-5078
- eISSN
- 1939-5086
- Publisher
- United States
- Grant note
- R01 DC008089 / NIDCD NIH HHS P50 DC000242 / NIDCD NIH HHS F31 DC006537 / NIDCD NIH HHS R01 HD045713 / NICHD NIH HHS
- Language
- English
- Date published
- 01/2017
- Academic Unit
- Communication Sciences and Disorders; Linguistics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Otolaryngology
- Record Identifier
- 9984070572702771
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