Do the eyes have it? A systematic review on the role of eye gaze in infant language development
Eye gaze is a ubiquitous cue in child–caregiver interactions, and infants are highly attentive
to eye gaze from very early on. However, the question of why infants show gaze-sensitive …
to eye gaze from very early on. However, the question of why infants show gaze-sensitive …
Infants recognize words spoken through opaque masks but not through clear masks
COVID‐19 has modified numerous aspects of children's social environments. Many children
are now spoken to through a mask. There is little empirical evidence attesting to the effects …
are now spoken to through a mask. There is little empirical evidence attesting to the effects …
The dynamic functions of social cues during children's word learning
Children learn words in a social environment, facilitated in part by social cues from
caregivers, such as eye‐gaze and gesture. A common assumption is that social cues convey …
caregivers, such as eye‐gaze and gesture. A common assumption is that social cues convey …
The right thing at the right time: Why ostensive naming facilitates word learning
The current study examines how focusing children's attention immediately after fast map**
improves their ability to retain novel names. Previous research suggests that young children …
improves their ability to retain novel names. Previous research suggests that young children …
[HTML][HTML] The role of developmental change and linguistic experience in the mutual exclusivity effect
Given a novel word and a familiar and a novel referent, children have a bias to assume the
novel word refers to the novel referent. This bias–often referred to as “Mutual …
novel word refers to the novel referent. This bias–often referred to as “Mutual …
How young children integrate information sources to infer the meaning of words
Before formal education begins, children typically acquire a vocabulary of thousands of
words. This learning process requires the use of many different information sources in their …
words. This learning process requires the use of many different information sources in their …
Second label learning in bilingual and monolingual infants
Mutual exclusivity is the assumption that each object has only one category label. Prior
research suggests that bilingual infants, unlike monolingual infants, fail to adhere to this …
research suggests that bilingual infants, unlike monolingual infants, fail to adhere to this …
Building emotion categories: Children use a process of elimination when they encounter novel expressions
Recent research has indicated that language provides an important contribution to adults'
conceptions of emotional expressions and their associated categories, but how language …
conceptions of emotional expressions and their associated categories, but how language …
Monolingual and bilingual children's resolution of referential conflicts: Effects of bilingualism and relative language proficiency
Monolingual children follow pointing over labeling when these are in conflict in object
selection tasks. Specifically, when a speaker labels one object, but points at another object …
selection tasks. Specifically, when a speaker labels one object, but points at another object …
Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives
Previous studies have shown bilingually and monolingually develo** children to differ in
their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting …
their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting …