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  1. The Role of Novelty in Early Word Learning.Emily Mather & Kim Plunkett - 2012 - Cognitive Science 36 (7):1157-1177.
    What mechanism implements the mutual exclusivity bias to map novel labels to objects without names? Prominent theoretical accounts of mutual exclusivity (e.g., Markman, 1989, 1990) propose that infants are guided by their knowledge of object names. However, the mutual exclusivity constraint could be implemented via monitoring of object novelty (see Merriman, Marazita, & Jarvis, 1995). We sought to discriminate between these contrasting explanations across two preferential looking experiments with 22-month-olds. In Experiment 1, infants viewed three objects: one name-known, two name-unknown. (...)
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  • Word learning emerges from the interaction of online referent selection and slow associative learning.Bob McMurray, Jessica S. Horst & Larissa K. Samuelson - 2012 - Psychological Review 119 (4):831-877.
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  • What’s new? Children prefer novelty in referent selection.Jessica S. Horst, Larissa K. Samuelson, Sarah C. Kucker & Bob McMurray - 2011 - Cognition 118 (2):234-244.
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  • The role of exposure to isolated words in early vocabulary development.Michael R. Brent & Jeffrey Mark Siskind - 2001 - Cognition 81 (2):B33-B44.
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  • The active role of partial knowledge in cross-situational word learning.Daniel Yurovsky, Damian Fricker, Chen Yu & Linda B. Smith - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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  • The development of a word-learning strategy.Justin Halberda - 2003 - Cognition 87 (1):B23-B34.
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  • Initial knowledge: six suggestions.Elizabeth Spelke - 1994 - Cognition 50 (1-3):431-445.
    Although debates continue, studies of cognition in infancy suggest that knowledge begins to emerge early in life and constitutes part of humans' innate endowment. Early-developing knowledge appears to be both domain-specific and task-specific, it appears to capture fundamental constraints on ecologically important classes of entities in the child's environment, and it appears to remain central to the commonsense knowledge systems of adults.
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  • A computational study of cross-situational techniques for learning word-to-meaning mappings.Jeffrey Mark Siskind - 1996 - Cognition 61 (1-2):39-91.
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  • What's New? Children Prefer Novelty in Referent Selection.Bob McMurray Jessica S. Horst, Larissa K. Samuelson, Sarah C. Kucker - 2011 - Cognition 118 (2):234.
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  • On Leveraged Learning in Lexical Acquisition and Its Relationship to Acceleration.Colleen Mitchell & Bob McMurray - 2009 - Cognitive Science 33 (8):1503-1523.
    Children at about age 18 months experience acceleration in word learning. This vocabulary explosion is a robust phenomenon, although the exact shape and timing vary from child to child. One class of explanations, which we term collectively as leveraged learning, posits that knowledge of some words helps with the learning of others. In this framework, the child initially knows no words and so learning is slow. As more words are acquired, new words become easier and thus it is the acquisition (...)
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  • Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis.Ashley de Marchena, Inge-Marie Eigsti, Amanda Worek, Kim Emiko Ono & Jesse Snedeker - 2011 - Cognition 119 (1):96-113.
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