TY - JOUR
T1 - The company objects keep
T2 - Linking referents together during cross-situational word learning
AU - Zettersten, Martin
AU - Wojcik, Erica
AU - Benitez, Viridiana
AU - Saffran, Jenny
N1 - Funding Information:
This research was supported by NSF-GRFP DGE-1256259 awarded to MZ, NSF SPRF 1513834 awarded to VLB, and grants from the NICHD to JRS ( R37HD037466 ) and the Waisman Center ( P30HD03352 , U54 HD090256 ). We would like to thank Sumarga (Umay) Suanda for helpful comments on a previous version of this manuscript.
Publisher Copyright:
© 2017 Elsevier Inc.
PY - 2018/4
Y1 - 2018/4
N2 - Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults track the statistical co-occurrence of labels and objects across multiple ambiguous training instances to learn words. However, it is less clear whether, given distributional or attentional cues, learners also encode associations among the novel objects. We investigated the consequences of two types of cues that highlighted object-object links in a cross-situational word learning task: distributional structure – how frequently the referents of novel words occurred together – and visual context – whether the referents were seen on matching backgrounds. Across three experiments, we found that in addition to learning novel words, adults formed connections between frequently co-occurring objects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word learning.
AB - Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults track the statistical co-occurrence of labels and objects across multiple ambiguous training instances to learn words. However, it is less clear whether, given distributional or attentional cues, learners also encode associations among the novel objects. We investigated the consequences of two types of cues that highlighted object-object links in a cross-situational word learning task: distributional structure – how frequently the referents of novel words occurred together – and visual context – whether the referents were seen on matching backgrounds. Across three experiments, we found that in addition to learning novel words, adults formed connections between frequently co-occurring objects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word learning.
KW - Cross-situational word learning
KW - Language
KW - Memory
KW - Semantic networks
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U2 - 10.1016/j.jml.2017.11.001
DO - 10.1016/j.jml.2017.11.001
M3 - Article
AN - SCOPUS:85034598440
SN - 0749-596X
VL - 99
SP - 62
EP - 73
JO - Journal of Memory and Language
JF - Journal of Memory and Language
ER -