The importance of shape in early lexical learning☆
References (34)
- et al.
Acquiring word meanings via linguistic contrast
Cognitive Development
(1987) Human image understanding
Computer Vision, Graphics, & Image Processing
(1985)- et al.
Children's sensitivity to constraints on word meaning: Taxonomic versus thematic relations
Cognitive Psychology
(1984) - et al.
Basic objects in natural categories
Cognitive Psychology
(1976) - et al.
Developmental trends in free classification: Evidence for a new conceptualization of perceptual development
Journal of Experimental Child Psychology
(1977) - et al.
What some concepts might not be
Cognition
(1983) Color-name versus shape-name learning in young children
Journal of Child Language
(1985)One word at a time
(1973)A first language
(1973)Conceptual change in childhood
(1985)
What's in a word? On the child's acquisition of semantics in his first language
Compound nouns and category structure in young children
Child Development
(1985)
Representations
(1981)
Categories and induction in young children
Cognition
(1986)
How two-year-old children interpret proper and common names for unfamiliar objects
Child Development
(1984)
What looks like a jiggy but acts like a zimbo? A study of early word meaning using artificial objects
Papers and Reports on Child Language Development
(1978)
Cited by (887)
High variability in learning materials benefits children's pattern practice
2024, Journal of Experimental Child PsychologyOn the importance of severely testing deep learning models of cognition
2023, Cognitive Systems ResearchChildren's generalization of novel names in comparison settings: The role of semantic distance during learning and at test
2023, Journal of Experimental Child PsychologyFor human-like models, train on human-like tasks
2023, Behavioral and Brain Sciences
- ☆
This work was supported by PHS grants ROI HD499 and K04HD589 to Linda Smith, by a Spencer Foundation Grant to Barbara Landau, and by a grant from the National Foundation—March of Dimes—to Lila Gleitman and Barbara Landau.
- 1
We wish to thank Lila Gleitman for her comments on an earlier draft. Thanks are also due to Rachel Dresner (Columbia University), Salma Abugidieri, and Carol McCord (Indiana University) for data collection, and to the parents, teachers, and children at the following nursery schools: in New York, Columbia Greenhouse; in Bloomington, Penny Lane, Cherry Hill, and the Children's Learning Center.
Copyright © 1988 Published by Elsevier Inc.