Early Word Comprehension in Infants: Replication and Extension.
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A handful of recent experimental reports have shown that infants of 6 to 9 months know the meanings of some common words. Here, we replicate and extend these findings. With a new set of items, we show that when young infants (age 6-16 months, n=49) are presented with side-by-side video clips depicting various common early words, and one clip is named in a sentence, they look at the named video at above-chance rates. We demonstrate anew that infants understand common words by 6-9 months, and that performance increases substantially around 14 months. The results imply that 6-9 month olds' failure to understand words not referring to objects (verbs, adjectives, performatives) in a similar prior study is not attributable to the use of dynamic video depictions. Thus, 6-9 month olds' experience of spoken language includes some understanding of common words for concrete objects, but relatively impoverished comprehension of other words.
Published Version (Please cite this version)10.1080/15475441.2014.979387
Publication InfoBergelson, Elika; & Swingley, D (n.d.). Early Word Comprehension in Infants: Replication and Extension. Lang Learn Dev, 11(4). pp. 369-380. 10.1080/15475441.2014.979387. Retrieved from http://hdl.handle.net/10161/12627.
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Crandall Family Assistant Professor
Dr. Bergelson is accepting applications for PhD students in the 2018-2019 Cycle; she accepts through the Developmental and Cog/CogNeuro areas of P&N and the CNAP program.In my research, I try to understand the interplay of processes during language acquisition. In particular, I am interested in how word learning relates to other aspects of learning language (i.e. speech sound acquisition), and social/cognitive development more broadly (e.g. joint attention