Children extend both words and non-verbal actions to novel exemplars

Developmental Science

Volumn 6, Issue 2, 2003, Pages 185-190

  Childers, Jane B ^a   Tomasello, Michael ^b  

^a TRINITY UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037389606     PISSN: 1363755X     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-7687.00270     Document Type: Article

References (9)

1. Behrend, D.A., Scofield, J., & Kleinknecht, E.E. (2001). Beyond fast mapping: young children's extensions of novel words and novel facts. Developmental Psychology, 37, 698-705.
2. Bloom, P., & Markson, L. (2001). Are there principles that apply only to the acquisition of words? A reply to Waxman and Booth. Cognition, 78, 89-90.
3. Childers, J.B., & Tomasello, M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology, 38, 967-978.
4. Golinkoff, R., Mervis, C., & Hirsh-Pasek, K. (1994). Early object labels: the case for a developmental lexical principles framework. Journal of Child Language, 21, 125-156.
5. Keil, F. (1990). Constraints on constraints: surveying the epigenetic landscape. Cognitive Science, 14, 135-168.
6. Macnamara, J. (1982). Names for things: A study of human learning. Cambridge, MA: MIT Press.
7. Markson, L., & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 385, 813-815.
8. Waxman, S., & Booth, A. (2000). Principles that are invoked in the acquisition of words but not facts. Cognition, 77, B33-B43.
9. Waxman, S., & Booth, A. (2001). On the insufficiency of evidence for a domain-general account of word learning. Cognition, 78, 277-279.