5 found
  1. Lynne C. Nygaard, Allison E. Cook & Laura L. Namy (2009). Sound to Meaning Correspondences Facilitate Word Learning. Cognition 112 (1):181-186.
    Direct download (3 more)  
    Export citation  
    My bibliography   5 citations  
  2.  13
    Lynne C. Nygaard, Debora S. Herold & Laura L. Namy (2009). The Semantics of Prosody: Acoustic and Perceptual Evidence of Prosodic Correlates to Word Meaning. Cognitive Science 33 (1):127-146.
    Direct download (5 more)  
    Export citation  
    My bibliography   4 citations  
  3.  21
    Sumarga H. Suanda & Laura L. Namy (2012). Detailed Behavioral Analysis as a Window Into Cross-Situational Word Learning. Cognitive Science 36 (3):545-559.
    Recent research has demonstrated that word learners can determine word-referent mappings by tracking co-occurrences across multiple ambiguous naming events. The current study addresses the mechanisms underlying this capacity to learn words cross-situationally. This replication and extension of Yu and Smith (2007) investigates the factors influencing both successful cross-situational word learning and mis-mappings. Item analysis and error patterns revealed that the co-occurrence structure of the learning environment as well as the context of the testing environment jointly affected learning across observations. Learners (...)
    Direct download (7 more)  
    Export citation  
    My bibliography   2 citations  
  4. Laura L. Namy & Dedre Gentner (2002). Making a Silk Purse Out of Two Sow's Ears: Young Children's Use of Comparison in Category Learning. Journal of Experimental Psychology: General 131 (1):5-15.
    Direct download  
    Export citation  
    My bibliography   3 citations  
  5.  11
    Laura L. Namy & Lynne C. Nygaard (2008). Perceptual-Motor Constraints on Sound-to-Meaning Correspondence in Language. Behavioral and Brain Sciences 31 (5):528-529.
    The proposal that language has evolved to conform to general cognitive and learning constraints inherent in the human brain calls for specification of these mechanisms. We propose that just as cognition appears to be grounded in cross-modal perceptual-motor capabilities, so too must language. Evidence for perceptual-motor grounding comes from non-arbitrary sound-to-meaning correspondences and their role in word learning.
    Direct download (5 more)  
    Export citation  
    My bibliography