Journal Article10.1016/J.JECP.2018.11.011
Effects of context variability on 2-year-olds' fact and word learning.
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TL;DR: Investigation of 2.5-year-olds' fact and word learning found children learned words at above-chance levels regardless of context variability, and there was no significant difference in learning between children in variable and consistent training conditions.
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About: This article is published in Journal of Experimental Child Psychology. The article was published on 01 Mar 2019. The article focuses on the topics: Context effect & Context (language use).
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Citations
Linguistic cues enhance the learning of perceptual cues
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TL;DR: Support for an affirmative answer is provided in an artificial-noun-learning task in which 2-year-old children were taught to distinguish categories of solid and nonsolid things with and without supporting correlated linguistic cues.
The relevance of words and the language/communication divide
TL;DR: This study explores the relevance-theoretic pragmatic account of word meaning and its relationship to the cognitive architecture of language and communication, highlighting the divide between formal syntax and pragmatic meaning, and its implications for atypical linguistic and communicative development.
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BYU ScholarsArchive BYU ScholarsArchive Aiding Semantic Memory Creation with Navigational Context Aiding Semantic Memory Creation with Navigational Context
TL;DR: This article found that the hippocampus also represents non-physical spaces through the same basic cognitive mechanisms with which it represents physical space, which suggests that the semantic content of linguistic signs is encoded in a fundamentally similar way to how navigational information is encoded.
Background context affects word-object mapping.
TL;DR: This article investigated whether contexts with familiar, nameable objects are associated with less robust label learning, and found that context effects are context-bound, and that target selection was more robust when exposure occurred without other named objects.
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