Cognitive development is often characterized in term of discontinuities, but these
discontinuities can sometimes be apparent rather than actual and can arise from continuous …

Cognitive development is often characterized in terms of discontinuities, but these
discontinuities can sometimes be apparent rather than actual and can arise from continuous …

Years of research has shown that children do not learn words at random, but in distinct
patterns. Why do we observe the patterns that we do? By using network science and …

It is often assumed that language development occurs during a critical period and that the
plasticity of the brain areas involved decreases afterwards, making language acquisition …

Although identifying the referents of single words is often cited as a key challenge for getting
word learning off the ground, it overlooks the fact that young learners consistently encounter …

Briefly stated, we designed our experiments (Booth & Waxman, 2002) with one clear goal: to
document the pervasive role of conceptual information in naming. Three-year-old children in …

Early word learning may be supported by a developmental feedback loop: the kind of words
a child learns early on support the development of attentional biases, which in turn facilitate …

Infants do not learn words at a constant rate. During the second year of life, a dramatic
increase in the speed of word learning is observed. Different mechanisms explaining this …

Children learn words through an accumulation of interactions grounded in context. Although
many factors in the learning environment have been shown to contribute to word learning in …