Can We Dissociate Contingency Learning from Social Learning in Word Acquisition by 24-Month-Olds?

PLoS ONE

Volumn 7, Issue 11, 2012, Pages

  Bannard, Colin ^a   Tomasello, Michael ^b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b MAX PLANCK INSTITUTE FOR EVOLUTIONARY ANTHROPOLOGY   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COGNITION; CONTINGENCY LEARNING; CONTROLLED STUDY; EXPOSURE; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; NORMAL HUMAN; PRESCHOOL CHILD; SOCIAL ENVIRONMENT; SOCIAL INTERACTION; SOCIAL LEARNING; TASK PERFORMANCE; WORD RECOGNITION;

ATTENTION; CHILD DEVELOPMENT; CHILD, PRESCHOOL; HUMANS; INFANT; LANGUAGE DEVELOPMENT; LEARNING; MALE;

EID: 84869770466     PISSN: None     EISSN: 19326203     Source Type: Journal    
DOI: 10.1371/journal.pone.0049881     Document Type: Article

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