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The infant’s view redefines the problem of referential uncertainty in early word learning

https://doi.org/10.1073/pnas.2107019118
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Outgoing claims: the papers this work cites, builds on, or argues with.

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Cross-Situational Learning: A Mathematical Approach
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Children's use of mutual exclusivity to constrain the meanings of words
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Constraints Children Place on Word Meanings
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Balancing exploration and exploitation with information and randomization
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Infants rapidly learn word-referent mappings via cross-situational statistics
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What’s new? Children prefer novelty in referent selection
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2.5-Year-olds use cross-situational consistency to learn verbs under referential uncertainty
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Embodied attention and word learning by toddlers
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Fast mapping, slow learning: Disambiguation of novel word–object mappings in relation to vocabulary learning at 18, 24, and 30months
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Zipfian frequency distributions facilitate word segmentation in context
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Memory constraints on infants’ cross-situational statistical learning
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Perceiving referential intent: Dynamics of reference in natural parent–child interactions
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Word learning under infinite uncertainty
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Cross-situational learning in a Zipfian environment
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Is this a dax which I see before me? Use of the logical argument disjunctive syllogism supports word-learning in children and adults
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Propose but verify: Fast mapping meets cross-situational word learning
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The Social Origins of Sustained Attention in One-Year-Old Human Infants
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Cross-Situational Learning Is Supported by Propose-but-Verify Hypothesis Testing
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Where language meets attention: How contingent interactions promote learning
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The unrealized promise of infant statistical word–referent learning
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The Developing Infant Creates a Curriculum for Statistical Learning
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The words children learn: Evidence against a noun bias in early vocabularies
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Early object labels: the case for a developmental lexical principles framework
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Development of sustained, focused attention in young children during free play.
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Modeling cross-situational word–referent learning: Prior questions.
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Multimodal parent behaviors within joint attention support sustained attention in infants.
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Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.
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How words can and cannot be learned by observation
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At 6–9 months, human infants know the meanings of many common nouns
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Quality of early parent input predicts child vocabulary 3 years later
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Contributions of Head-Mounted Cameras to Studying the Visual Environments of Infants and Young Children
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Two- and Three-Year-Olds Track a Single Meaning During Word Learning: Evidence for Propose-but-Verify
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The Social Nature of Words and Word Learning
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How Do You Deal With Uncertainty? Cochlear Implant Users Differ in the Dynamics of Lexical Processing of Noncanonical Inputs
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Childhood as a solution to explore–exploit tensions
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Multimodal Attention Creates the Visual Input for Infant Word Learning
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Some Beginnings of Word Comprehension in 6-Month-Olds
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Quantitative Linguistic Predictors of Infants’ Learning of Specific English Words
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Familiar Object Salience Affects Novel Word Learning
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Competitive Processes in Cross‐Situational Word Learning
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The Pursuit of Word Meanings
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Cross‐situational Learning From Ambiguous Egocentric Input Is a Continuous Process: Evidence Using the Human Simulation Paradigm
inferredcites →https://doi.org/10.1111/desc.12036openalex-snapshot
Statistical word learning at scale: the baby's view is better
inferredcites →https://doi.org/10.1111/desc.12735openalex-snapshot
Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months
inferredcites →https://doi.org/10.1111/desc.12915openalex-snapshot
Children learn words easier when they are interested in the category to which the word belongs
inferredcites →https://doi.org/10.1111/desc.13064openalex-snapshot
Sampling to learn words: Adults and children sample words that reduce referential ambiguity
inferredcites →https://doi.org/10.1111/desc.13098openalex-snapshot
Caregivers use gesture contingently to support word learning
inferredcites →https://doi.org/10.1111/j.1467-8624.1996.tb01906.xopenalex-snapshot
Infants' Reliance on a Social Criterion for Establishing Word-Object Relations
inferredcites →https://doi.org/10.1111/j.1467-9280.2007.01915.xopenalex-snapshot
Rapid Word Learning Under Uncertainty via Cross-Situational Statistics
inferredcites →https://doi.org/10.1111/j.1532-7078.2009.00009.xopenalex-snapshot
Language Experience Shapes the Development of the Mutual Exclusivity Bias
inferredcites →https://doi.org/10.1111/j.1551-6709.2011.1226.xopenalex-snapshot
Exploring the Robustness of Cross‐Situational Learning Under Zipfian Distributions
inferredcites →https://doi.org/10.1167/jov.21.8.18openalex-snapshot
Head and eyes: Looking behavior in 12- to 24-month-old infants
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Hard Words
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Cognitive Ethology: A new approach for studying human cognition
inferredcites →https://doi.org/10.1371/journal.pone.0079659openalex-snapshot
Joint Attention without Gaze Following: Human Infants and Their Parents Coordinate Visual Attention to Objects through Eye-Hand Coordination
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Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age
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Word-Object Learning via Visual Exploration in Space (WOLVES): A Neural Process Account of Cross-Situational Word Learning
inferredcites →https://doi.org/10.3758/s13423-013-0466-4openalex-snapshot
A bottom-up view of toddler word learning
inferredcites →https://doi.org/10.3758/s13423-014-0585-6openalex-snapshot
Zipf’s word frequency law in natural language: A critical review and future directions
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How Children Learn the Meanings of Words

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Word learning is hands-on: Insights from studying natural behavior
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Daylong egocentric recordings in small- and large-scale language communities: A practical introduction
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The effects of bilingualism on children’s cross-situational word learning under different variability conditions
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Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference
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Close enough isn’t good enough in word learning: successful cross-situational word mappings are semantically independent of previous mappings
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Rhythm in Language Acquisition
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Learning morphology from cross-situational statistics
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Information Sources for Word Meaning in Children’s Picture Books: A Human Simulation Paradigm Study
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Caregiver Talk Shapes Toddler Vision: A Computational Study of Dyadic Play
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Towards Understanding Ambiguity Resolution in Multimodal Inference of Meaning
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Overlooked Input for Word Learning: Examining the Role of Attention on Non-Target Objects During Object Labeling
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Concurrences across time and sensorimotor capacities promote infant learning
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Speech Segmentation and Cross-Situational Word Learning in Parallel
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Méthodes en psycholinguistique et neurolinguistique
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Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
inferred← citeshttps://doi.org/10.7554/elife.88775.1openalex-snapshot
Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
inferred← citeshttps://doi.org/10.7554/elife.88775.1.sa0openalex-snapshot
Reviewer #2 (Public Review): Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
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Reviewer #1 (Public Review): Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
inferred← citeshttps://doi.org/10.7554/elife.88775.1.sa2openalex-snapshot
eLife Assessment: Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
inferred← citeshttps://doi.org/10.7554/elife.88775.2openalex-snapshot
Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
inferred← citeshttps://doi.org/10.7554/elife.88775.3openalex-snapshot
Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction
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