124 related articles for article (PubMed ID: 15910154)
1. The principles of conventionality and contrast in word learning: an empirical examination.
Diesendruck G
Dev Psychol; 2005 May; 41(3):451-63. PubMed ID: 15910154
[TBL] [Abstract][Full Text] [Related]
2. Monolingual and bilingual children's use of mutual exclusivity in the naming of whole objects.
Davidson D; Tell D
J Exp Child Psychol; 2005 Sep; 92(1):25-45. PubMed ID: 15907923
[TBL] [Abstract][Full Text] [Related]
3. Surmounting the Tower of Babel: Monolingual and bilingual 2-year-olds' understanding of the nature of foreign language words.
Byers-Heinlein K; Chen KH; Xu F
J Exp Child Psychol; 2014 Mar; 119():87-100. PubMed ID: 24268905
[TBL] [Abstract][Full Text] [Related]
4. The principle of mutual exclusivity in word learning: to honor or not to honor?
Au TK; Glusman M
Child Dev; 1990 Oct; 61(5):1474-90. PubMed ID: 2245739
[TBL] [Abstract][Full Text] [Related]
5. Restricting a familiar name in response to learning a new one: evidence for the mutual exclusivity bias in young two-year-olds.
Merriman WE; Stevenson CM
Child Dev; 1997 Apr; 68(2):211-28. PubMed ID: 9179999
[TBL] [Abstract][Full Text] [Related]
6. Preschoolers' word mapping: the interplay between labelling context and specificity of speaker information.
Nilsen ES; Graham SA; Pettigrew T
J Child Lang; 2009 Jun; 36(3):673-84. PubMed ID: 18925992
[TBL] [Abstract][Full Text] [Related]
7. Infants' use of lexical-category-to-meaning links in object individuation.
Hall DG; Corrigall K; Rhemtulla M; Donegan E; Xu F
Child Dev; 2008; 79(5):1432-43. PubMed ID: 18826534
[TBL] [Abstract][Full Text] [Related]
8. Children's avoidance of lexical overlap: a pragmatic account.
Diesendruck G; Markson L
Dev Psychol; 2001 Sep; 37(5):630-41. PubMed ID: 11552759
[TBL] [Abstract][Full Text] [Related]
9. The role of inferences about referential intent in word learning: evidence from autism.
Preissler MA; Carey S
Cognition; 2005 Aug; 97(1):B13-23. PubMed ID: 15925356
[TBL] [Abstract][Full Text] [Related]
10. Learning words: children disregard some pragmatic information that conflicts with mutual exclusivity.
Jaswal VK; Hansen MB
Dev Sci; 2006 Mar; 9(2):158-65. PubMed ID: 16472316
[TBL] [Abstract][Full Text] [Related]
11. Different kinds of information affect word learning in the preschool years: the case of part-term learning.
Saylor MM; Sabbagh MA
Child Dev; 2004; 75(2):395-408. PubMed ID: 15056195
[TBL] [Abstract][Full Text] [Related]
12. The role of competition in word learning via referent selection.
Horst JS; Scott EJ; Pollard JA
Dev Sci; 2010 Sep; 13(5):706-13. PubMed ID: 20712736
[TBL] [Abstract][Full Text] [Related]
13. Monolingual, bilingual, trilingual: infants' language experience influences the development of a word-learning heuristic.
Byers-Heinlein K; Werker JF
Dev Sci; 2009 Sep; 12(5):815-23. PubMed ID: 19702772
[TBL] [Abstract][Full Text] [Related]
14. Word magic revisited: monolingual and bilingual children's understanding of the word-object relationship.
Rosenblum T; Pinker SA
Child Dev; 1983 Jun; 54(3):773-80. PubMed ID: 6851719
[TBL] [Abstract][Full Text] [Related]
15. Fast mapping by bilingual preschool children.
Kan PF; Kohnert K
J Child Lang; 2008 Aug; 35(3):495-514. PubMed ID: 18588712
[TBL] [Abstract][Full Text] [Related]
16. Language-experience facilitates discrimination of /d-th/ in monolingual and bilingual acquisition of English.
Sundara M; Polka L; Genesee F
Cognition; 2006 Jun; 100(2):369-88. PubMed ID: 16115614
[TBL] [Abstract][Full Text] [Related]
17. The robustness of learning through overhearing.
Akhtar N
Dev Sci; 2005 Mar; 8(2):199-209. PubMed ID: 15720377
[TBL] [Abstract][Full Text] [Related]
18. Border collie comprehends object names as verbal referents.
Pilley JW; Reid AK
Behav Processes; 2011 Feb; 86(2):184-95. PubMed ID: 21145379
[TBL] [Abstract][Full Text] [Related]
19. There's more to the picture than meets the eye: young children's difficulty understanding biased interpretation.
Pillow BH; Henrichon AJ
Child Dev; 1996 Jun; 67(3):803-19. PubMed ID: 8706527
[TBL] [Abstract][Full Text] [Related]
20. Vocabulary teaching strategies and conceptual representations of words in L2 in children: evidence with novice learners.
Comesaña M; Perea M; Piñeiro A; Fraga I
J Exp Child Psychol; 2009 Sep; 104(1):22-33. PubMed ID: 19084237
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]