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Encountering multiple exemplars during fast mapping facilitates word learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

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Encountering multiple exemplars during fast mapping facilitates word learning. / Horst, Jessica; Twomey, Katherine; Ranson, Samantha.
Proceedings of the 35th Annual Conference of the Cognitive Science Society. ed. / Markus Knauff; Michael Pauen; Natalie Sebanz; Ipke Wachsmuth. Austin, TX: Cognitive Science Society, 2013. p. 2566-2571.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Horst, J, Twomey, K & Ranson, S 2013, Encountering multiple exemplars during fast mapping facilitates word learning. in M Knauff, M Pauen, N Sebanz & I Wachsmuth (eds), Proceedings of the 35th Annual Conference of the Cognitive Science Society. Cognitive Science Society, Austin, TX, pp. 2566-2571, 35th annual meeting of the Cognitive Science Society, Berlin, 31/07/13. <http://mindmodeling.org/cogsci2013/papers/0464/index.html>

APA

Horst, J., Twomey, K., & Ranson, S. (2013). Encountering multiple exemplars during fast mapping facilitates word learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2566-2571). Cognitive Science Society. http://mindmodeling.org/cogsci2013/papers/0464/index.html

Vancouver

Horst J, Twomey K, Ranson S. Encountering multiple exemplars during fast mapping facilitates word learning. In Knauff M, Pauen M, Sebanz N, Wachsmuth I, editors, Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. 2013. p. 2566-2571

Author

Horst, Jessica ; Twomey, Katherine ; Ranson, Samantha. / Encountering multiple exemplars during fast mapping facilitates word learning. Proceedings of the 35th Annual Conference of the Cognitive Science Society. editor / Markus Knauff ; Michael Pauen ; Natalie Sebanz ; Ipke Wachsmuth. Austin, TX : Cognitive Science Society, 2013. pp. 2566-2571

Bibtex

@inproceedings{3dcb2584e05f4a1ebd5767c6e52001c1,
title = "Encountering multiple exemplars during fast mapping facilitates word learning",
abstract = "Previous research indicates learning words facilitates categorization. In the current study, we investigated whether learning about a category facilitates word learning (retention) by presenting 2-year-old children with multiple referent selection trials to the same object category. Children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task. However, only children who encountered multiple exemplars retained these mappings after a short delay. Overall, these data provide strong evidence that providing children with the opportunity to compare across exemplars during referent selection facilitates retention",
keywords = "word learning, categorisation, fast mapping",
author = "Jessica Horst and Katherine Twomey and Samantha Ranson",
year = "2013",
language = "English",
isbn = "9780976831891",
pages = "2566--2571",
editor = "Markus Knauff and Michael Pauen and Natalie Sebanz and Ipke Wachsmuth",
booktitle = "Proceedings of the 35th Annual Conference of the Cognitive Science Society",
publisher = "Cognitive Science Society",
note = "35th annual meeting of the Cognitive Science Society ; Conference date: 31-07-2013 Through 03-08-2013",

}

RIS

TY - GEN

T1 - Encountering multiple exemplars during fast mapping facilitates word learning

AU - Horst, Jessica

AU - Twomey, Katherine

AU - Ranson, Samantha

PY - 2013

Y1 - 2013

N2 - Previous research indicates learning words facilitates categorization. In the current study, we investigated whether learning about a category facilitates word learning (retention) by presenting 2-year-old children with multiple referent selection trials to the same object category. Children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task. However, only children who encountered multiple exemplars retained these mappings after a short delay. Overall, these data provide strong evidence that providing children with the opportunity to compare across exemplars during referent selection facilitates retention

AB - Previous research indicates learning words facilitates categorization. In the current study, we investigated whether learning about a category facilitates word learning (retention) by presenting 2-year-old children with multiple referent selection trials to the same object category. Children either encountered the same exemplar repeatedly or encountered multiple exemplars across trials. All children did very well on the initial task. However, only children who encountered multiple exemplars retained these mappings after a short delay. Overall, these data provide strong evidence that providing children with the opportunity to compare across exemplars during referent selection facilitates retention

KW - word learning

KW - categorisation

KW - fast mapping

M3 - Conference contribution/Paper

SN - 9780976831891

SP - 2566

EP - 2571

BT - Proceedings of the 35th Annual Conference of the Cognitive Science Society

A2 - Knauff, Markus

A2 - Pauen, Michael

A2 - Sebanz, Natalie

A2 - Wachsmuth, Ipke

PB - Cognitive Science Society

CY - Austin, TX

T2 - 35th annual meeting of the Cognitive Science Society

Y2 - 31 July 2013 through 3 August 2013

ER -