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  1. Sound symbolism facilitates early verb learning.Mutsumi Imai, Sotaro Kita, Miho Nagumo & Hiroyuki Okada - 2008 - Cognition 109 (1):54-65.
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  • Japanese Sound-Symbolism Facilitates Word Learning in English-Speaking Children.Katerina Kantartzis, Mutsumi Imai & Sotaro Kita - 2011 - Cognitive Science 35 (3):575-586.
    Sound-symbolism is the nonarbitrary link between the sound and meaning of a word. Japanese-speaking children performed better in a verb generalization task when they were taught novel sound-symbolic verbs, created based on existing Japanese sound-symbolic words, than novel nonsound-symbolic verbs (Imai, Kita, Nagumo, & Okada, 2008). A question remained as to whether the Japanese children had picked up regularities in the Japanese sound-symbolic lexicon or were sensitive to universal sound-symbolism. The present study aimed to provide support for the latter. In (...)
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  • 15-Month-Old Infants Fast Map Words but Not Representational Gestures of Multimodal Labels.Daniel Puccini & Ulf Liszkowski - 2012 - Frontiers in Psychology 3.
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  • (1 other version)The Myth of Cognitive Decline: Non‐Linear Dynamics of Lifelong Learning.Michael Ramscar, Peter Hendrix, Cyrus Shaoul, Petar Milin & Harald Baayen - 2014 - Topics in Cognitive Science 6 (1):5-42.
    As adults age, their performance on many psychometric tests changes systematically, a finding that is widely taken to reveal that cognitive information-processing capacities decline across adulthood. Contrary to this, we suggest that older adults'; changing performance reflects memory search demands, which escalate as experience grows. A series of simulations show how the performance patterns observed across adulthood emerge naturally in learning models as they acquire knowledge. The simulations correctly identify greater variation in the cognitive performance of older adults, and successfully (...)
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  • Preschoolers’ interpretations of gesture: Label or action associate?Paula Marentette & Elena Nicoladis - 2011 - Cognition 121 (3):386-399.
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  • Infants rapidly learn word-referent mappings via cross-situational statistics.Linda Smith & Chen Yu - 2008 - Cognition 106 (3):1558-1568.
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  • Fast mapping, slow learning: Disambiguation of novel word–object mappings in relation to vocabulary learning at 18, 24, and 30months. [REVIEW]Ricardo Ah Bion, Arielle Borovsky & Anne Fernald - 2013 - Cognition 126 (1):39-53.
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  • Sound to meaning correspondences facilitate word learning.Lynne C. Nygaard, Allison E. Cook & Laura L. Namy - 2009 - Cognition 112 (1):181-186.
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  • Learning from gesture: How early does it happen?Miriam A. Novack, Susan Goldin-Meadow & Amanda L. Woodward - 2015 - Cognition 142 (C):138-147.
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  • Why Word Learning is not Fast.Natalie Munro, Elise Baker, Karla McGregor, Kimberly Docking & Joanne Arculi - 2012 - Frontiers in Psychology 3.
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