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Conceptual information permeates word learning in infancy.
Booth, Amy E; Waxman, Sandra R; Huang, Yi Ting.
Afiliação
  • Booth AE; Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208-3540, USA. a-booth@northwestern.edu
Dev Psychol ; 41(3): 491-505, 2005 May.
Article em En | MEDLINE | ID: mdl-15910157
Three experiments document that conceptual knowledge influences lexical acquisition in infancy. A novel target object was initially labeled with a novel word. In both yes-no (Experiment 1) and forced-choice (Experiment 2) tasks, 2-year-olds' subsequent extensions were mediated by the conceptual description of the targets. When targets were described as artifacts, infants extended on the basis of shape. When targets were described as animates, infants extended on the basis of both shape and texture. Experiment 3 revealed similar results for 1.5-year-olds. These results challenge the notion that expectations in word learning (e.g., the "shape bias") (a) emerge late and (b) rest entirely on correlations between perceptual object features and words. Instead, the results indicate that both perceptual and conceptual information permeate word learning in infancy.
Assuntos
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Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Aprendizagem Verbal / Formação de Conceito Tipo de estudo: Clinical_trials Limite: Child, preschool / Female / Humans / Infant / Male Idioma: En Revista: Dev Psychol Ano de publicação: 2005 Tipo de documento: Article País de afiliação: Estados Unidos País de publicação: Estados Unidos
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Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Aprendizagem Verbal / Formação de Conceito Tipo de estudo: Clinical_trials Limite: Child, preschool / Female / Humans / Infant / Male Idioma: En Revista: Dev Psychol Ano de publicação: 2005 Tipo de documento: Article País de afiliação: Estados Unidos País de publicação: Estados Unidos