Embodied attention and word learning by toddlers

2012/08/09 by Chen Yu, Linda B. Smith · 46 citations
Psychology · #Child and Animal Learning Development #Action Observation and Synchronization #Hearing Impairment and Communication

paper · doi:10.1016/j.cognition.2012.06.016

Cited by

• Emotional consistency as a signal for word learning in early development
• Social cues modulate the representations underlying cross-situational learning
• Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language.
• Implementing mobile eye tracking in psychological research: A practical guide
• Parent‐Reported Relations Between Vocabulary and Motor Development in Infancy: Differences Between Verbs and Nouns
• Direct Visual Grounding by Directing Attention of Visual Tokens
• Selective Attention in Early Word Learning: An Eye‐Tracking Study on Viewing Naturalistic Egocentric Scenes
• Caregiver reactions to babbling organize turn‐taking interactions: Facilitative effects of vocal versus non‐vocal responses
• Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language Disorder: A Systematic Review
• To Touch or Not to Touch: The Role of Vocabulary and Object Exploration in Children's Attention to Shape
• The predictive ability of GBVS feature channels on infants’ fixations of natural scenes
• Analyzing input quality along three dimensions: interactive, linguistic, and conceptual
• Finding meaning in a noisy world: exploring the effects of referential ambiguity and competition on 2·5-year-olds’ cross-situational word learning
• Look before you reach: Fixation‐reach latencies predict reaching kinematics in toddlers
• Infant locomotion shapes proximity to adults during everyday play in the U.S.
• Characterizing Mother‐Infant Dyadic Behaviors Following Infant Bids for Attention: Potential Mechanisms for Promoting Infant Attention Control and Language
• Parent Speech in Free Play Is Guided by Infant Attention, But Organized by Object Familiarity
• A Computational Model of Early Word Learning from the Infant's Point of View
• Statistical Learning of Language: A Meta‐Analysis Into 25 Years of Research
• Deep Predictive Learning: A Comprehensive Model of Three Visual Streams
• How Scratch-and-Sniff Books Encode Smell Across Development
• Computational Grounded Cognition: a new alliance between grounded cognition and computational modeling. [europepmc]
• A review of embodiment in autism spectrum disorders. [europepmc]
• Statistical word learning at scale: the baby's view is better. [europepmc]
• Crawling and walking infants see the world differently. [europepmc]
• The unrealized promise of infant statistical word-referent learning. [europepmc]
• Developmental process emerges from extended brain-body-behavior networks. [europepmc]
• The sound symbolism bootstrapping hypothesis for language acquisition and language evolution. [europepmc]
• The bridge of iconicity: from a world of experience to the experience of language. [europepmc]
• The Faces in Infant-Perspective Scenes Change over the First Year of Life. [europepmc]
• Contributions of head-mounted cameras to studying the visual environments of infants and young children. [europepmc]
• Perceiving referential intent: Dynamics of reference in natural parent-child interactions. [europepmc]
• Multiple Sensory-Motor Pathways Lead to Coordinated Visual Attention. [europepmc]
• From faces to hands: Changing visual input in the first two years. [europepmc]
• The Social Origins of Sustained Attention in One-Year-Old Human Infants. [europepmc]
• Real-world visual statistics and infants' first-learned object names. [europepmc]
• Why are faces denser in the visual experiences of younger than older infants? [europepmc]
• Power in methods: language to infants in structured and naturalistic contexts. [europepmc]
• Hand-Eye Coordination Predicts Joint Attention. [europepmc]
• A novel ecological account of prefrontal cortex functional development. [europepmc]
• The social functions of babbling: acoustic and contextual characteristics that facilitate maternal responsiveness. [europepmc]
• Quantity and Diversity: Simulating Early Word Learning Environments. [europepmc]
• The Developing Infant Creates a Curriculum for Statistical Learning. [europepmc]
• Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. [europepmc]
• Multimodal parent behaviors within joint attention support sustained attention in infants. [europepmc]
• Infant exuberant object play at home: Immense amounts of time-distributed, variable practice. [europepmc]