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Semantic Specificity in One-Year-Olds’ Word Comprehension

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Date
2017-10-02
Authors
Bergelson, Elika
Aslin, Richard
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Abstract
© 2017 Taylor & Francis Group, LLC. The present study investigated infants’ knowledge about familiar nouns. Infants (n = 46, 12–20-month-olds) saw two-image displays of familiar objects, or one familiar and one novel object. Infants heard either a matching word (e.g. “foot’ when seeing foot and juice), a related word (e.g. “sock” when seeing foot and juice) or a nonce word (e.g. “fep” when seeing a novel object and dog). Across the whole sample, infants reliably fixated the referent on matching and nonce trials. On the critical related trials we found increasingly less looking to the incorrect (but related) image with age. These results suggest that one-year-olds look at familiar objects both when they hear them labeled and when they hear related labels, to similar degrees, but over the second year increasingly rely on semantic fit. We suggest that infants’ initial semantic representations are imprecise, and continue to sharpen over the second postnatal year.
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Journal article
Permalink
https://hdl.handle.net/10161/15797
Published Version (Please cite this version)
10.1080/15475441.2017.1324308
Publication Info
Bergelson, Elika; & Aslin, Richard (2017). Semantic Specificity in One-Year-Olds’ Word Comprehension. Language Learning and Development, 13(4). pp. 481-501. 10.1080/15475441.2017.1324308. Retrieved from https://hdl.handle.net/10161/15797.
This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.
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Scholars@Duke

Bergelson

Elika Bergelson

Crandall Family Assistant Professor
Dr. Bergelson accepts PhD applicants 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 (e.g. speech sound acquisition, grammar/morphology learning), and social/cognitive development more broadly (e.g. joint attention processes) in the first few
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