Infants' learning about words and sounds in relation to objects

Child Development

Volumn 70, Issue 1, 1999, Pages 65-77

  Woodward, Amanda L ^a   Hoyne, Karen L ^b  

^a UNIVERSITY OF CHICAGO   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD BEHAVIOR; CHILD DEVELOPMENT; HUMAN; INFANT; LEARNING; LINGUISTICS; PHYSIOLOGY; SPEECH PERCEPTION;

CHILD DEVELOPMENT; HUMANS; INFANT; INFANT BEHAVIOR; SPEECH PERCEPTION; VERBAL LEARNING; VOCABULARY;

EID: 0032616119     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-8624.00006     Document Type: Article

References (39)

1. Acredolo, L., & Goodwyn, S. (1988). Symbolic gestures in normal infants. Child Development, 59, 450-466.
2. Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What hands reveal about a child's state of mind. Cognitive Psychology, 25, 468-523.
3. Balaban, M. T., & Waxman, S. R. (1997). Do words facilitate object categorization in 9-month-old infants? Journal of Experimental Child Psychology, 64, 3-26.
4. Baldwin, D. A. (1991). Infants' contribution to the achievement of joint reference. Child Development, 62, 875-890.
5. Baldwin, D. A. (1993a). Early referential understanding: Infants' ability to recognize referential acts for what they are. Developmental Psychology, 29, 832-843.
6. Baldwin, D. A. (1993b). Infants' ability to consult the speaker for clues to word meaning. Journal of Child Language, 20, 395-418.
7. Baldwin, D. A. (1995). Understanding the link between joint attention and language. In C. Moore & P. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 131-158). Hillsdale, NJ: Erlbaum.
8. Baldwin, D. A., Bill, B., & Ontai, L. L. (1996). Infants' tendency to monitor others' gaze: Is it rooted in intentional understanding or a result of simple orienting? Presentation at the 10th Biennial International Conference on Infant Studies, Providence, RI.
9. Baldwin, D. A., & Tomasello, M. (1998). Word learning: A window on early pragmatic understanding. In E. V. Clark (Ed.), Proceedings of the Twenty-ninth Annual Child Language Research forum. Cambridge: Cambridge University Press.
10. Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic Press.
11. Bates, E., Bretherton, I., & Snyder, L. (1988). From first words to grammar: Individual differences and dissociable mechanisms. Cambridge: Cambridge University Press.
12. Benedict, H. (1979). Early lexical development: Comprehension and production. Journal of Child Language, 6, 183-200.
13. Bretherton, I. (1991). Intentional communication and the development of an understanding of mind. In D. Frye & C. Moore (Eds.), Children's theories of mind (pp. 49-75). Hillsdale, NJ: Erlbaum.
14. Bridges, A. (1986). Actions and things: What adults talk about to 1-year-olds. In S. Kuczaj & M. Barrett (Eds.), The development of word meaning (pp. 225-255). Berlin: Springer-Verlag.
15. Collis, G. M. (1977). Visual co-orientation and maternal speech. In H. R. Schaffer (Ed.), Studies in mother-infant interaction. London: Academic Press.
16. Fernald, A., & Morikawa, H. (1993). Common themes and cultural variation in Japanese and American mothers' speech to infants. Child Development, 64, 637-656.
17. Goldin-Meadow, S., McNeill, D., & Singleton, J. (1996). Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality. Psychological Review, 103, 34-55.
18. Goodman, J. C., & Nusbaum, H. C. (Eds.). (1994). The development of speech perception. Cambridge, MA: MIT Press.
19. Goodwyn, S., & Acredolo, L. (1993). Symbolic gestures versus word: Is there a modality advantage for the onset of symbol use? Child Development, 64, 688-701.
20. Hirsh-Pasek, K., & Golinkoff, R. M. (1996). The origins of grammar: Evidence from early language comprehension. Cambridge, MA: MIT Press.
21. Huttenlocher, J. (1974). The origins of language comprehension. In R. Solso (Ed.), Theories in cognitive psychology (pp. 331-368). Hillsdale, NJ: Erlbaum.
22. Huttenlocher, J., & Smiley, P. (1987). Early word meanings: The case of object names. Cognitive Psychology, 19, 63-89.
23. Lock, A. (1980). The guided reinvention of language. London: Academic Press.
24. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.
25. Namy, L. L., & Waxman, S. R. (1998). Words and gestures: Infants' interpretations of different forms of symbolic reference. Child Development, 69, 295-308.
26. Newport, E. L., & Meier, R. P. (1985). The acquisition of American Sign Language, In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition. Volume 1: The data (pp. 881-938). Hillsdale, NJ: Erlbaum.
27. Oviatt, S. L. (1980). The emerging ability to comprehend language: An experimental approach. Child Development, 51, 97-106.
28. Pettito, L. A. (1988). "Language" in the prelinguistic child. In F. S. Kessel (Ed.), The Development of Language and Language Researchers (pp. 187-221). Hillsdale, NJ: Erlbaum.
29. Piaget, J. (1962). Play, dreams and imitation in childhood (C. Gattegno & F. M. Hodgson, Trans.). New York: W. W. Norton and Company.
30. Roberts, K., & Jacob, M. (1991). Linguistic vs. attentional influences on nonlinguistic categorization in 15-month-old infants. Cognitive Development, 6, 355-375.
31. Ross, G., Nelson, K., Wetstone, H., & Tanouye, E. (1986). Acquisition and generalization of novel object concepts by young language learners. Journal of Child Language, 13, 67-83.
32. Schafer, G., & Plunkett, K. (1998). Rapid word learning by 15-month-olds under tightly controlled conditions. Child Development, 69, 309-320.
33. Schwartz, R. G., & Leonard, L. B. (1980). Words, objects, and actions in early lexical acquisition. Papers and Reports in Child Language Development, 19, 29-36.
34. Tomasello, M. (1995). Pragmatic contexts for early verb learning. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children's acquisition of verbs (pp. 115-146). Hillsdale, NJ: Erlbaum.
35. Tomasello, M., & Akhtar, N. (1995). Two-year-olds use pragmatic cues to differentiate reference to objects and actions. Cognitive Development, 10, 201-224.
36. Tomasello, M., & Barton, M. (1994). Learning words in nonostensive contexts. Developmental Psychology, 30, 639-650.
37. Tomasello, M., & Farrar, J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
38. Tomasello, M., & Kruger, A. C. (1992). Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts. Journal of Child Language, 19, 311-333.
39. Woodward, A. L., Markman, E. M., & Fitzsimmons, C. M. (1994). Rapid word learning in 13- and 18-month-olds. Developmental Psychology, 30, 553-566.