Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Lisa Gershkoff-Stowe"'
Autor:
Lisa Gershkoff-Stowe, David H. Rakison
The study of object category development is a central concern in the field of cognitive science. Researchers investigating visual and auditory perception, cognition, language acquisition, semantics, neuroscience, and modeling have begun to tackle a n
Two experiments were conducted to examine adult learners' ability to extract multiple statistics in simultaneously presented visual and auditory input. Experiment 1 used a cross-situational learning paradigm to test whether English speakers were able
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e1528f40aeb293a2a84b46c4df1b25c8
https://europepmc.org/articles/PMC5366274/
https://europepmc.org/articles/PMC5366274/
Autor:
Erin R. Hahn, Lisa Gershkoff-Stowe
Publikováno v:
Language Learning and Development. 6:283-308
Researchers tend to investigate word learning and action learning as separate and independent developments. Recently, however, a growing body of evidence suggests that underlying both labels and actions are parallel processes tightly coordinated with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::10e81a6e487e5c28c685976ab8640a59
https://doi.org/10.1080/15475441003635315
https://doi.org/10.1080/15475441003635315
Autor:
Erin R. Hahn, Lisa Gershkoff-Stowe
Publikováno v:
Journal of Speech, Language, and Hearing Research. 50:682-697
Purpose This preliminary investigation was a longitudinal study of fast mapping skills in normally developing children, 16–18 months of age. The purpose was to examine the effects of practice on the accessibility of words in lexical memory. Method
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e96a72aebb189d36116f6d3e626a053c
https://doi.org/10.1044/1092-4388(2007/048)
https://doi.org/10.1044/1092-4388(2007/048)
Publikováno v:
Journal of Child Language. 33:461-486
Overgeneralization occurs when a child uses the wrong word to name an object and is often observed in the early stages of word learning. We develop a method to elicit overgeneralizations in the laboratory by priming children to say the names of objec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::68f8c0194c646c27306b0efbbc82b79d
https://doi.org/10.1017/s0305000906007562
https://doi.org/10.1017/s0305000906007562
Autor:
Lisa Gershkoff-Stowe, Linda B. Smith
Publikováno v:
Child Development. 75:1098-1114
This paper reports evidence from a longitudinal study in which children’s attention to shape in a laboratory task of artificial noun learning was correlated with a rate shift in noun acquisitions. Eight children were tested in the laboratory at 3-w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f22a5a001d1eb4bed022bdfcc74d2c66
https://doi.org/10.1111/j.1467-8624.2004.00728.x
https://doi.org/10.1111/j.1467-8624.2004.00728.x
Autor:
Lisa Gershkoff-Stowe, Esther Thelen
Publikováno v:
Journal of Cognition and Development. 5:11-36
The traditional view of development is stage-like progress toward increasing complexity of form. However, the literature cites many examples in which children do worse before they do better. A major challenge for developmental theory, therefore, is t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1050e0b8421fb06425f60b4e9323e47e
https://doi.org/10.1207/s15327647jcd0501_2
https://doi.org/10.1207/s15327647jcd0501_2
Autor:
Lisa Gershkoff-Stowe
Publikováno v:
Journal of Memory and Language. 46:665-687
Previous research suggests that during a time of rapid growth in productive vocabulary, children are especially susceptible to errors of retrieval. These errors consist of words known to the child and often involve the incorrect selection of a previo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c0e3a75f6a775c0bbe6a8febcfba5787
https://doi.org/10.1006/jmla.2001.2830
https://doi.org/10.1006/jmla.2001.2830
Autor:
Lisa Gershkoff-Stowe
Publikováno v:
Journal of Cognition and Development. 2:131-155
Young children sometimes use 1 word in the place of another when attempting to name an object. Previous research has suggested several reasons why children may call an object by another name, including faulty hypothesis testing concerning the meaning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0879de2be1f2b66815a553981ccc22ff
https://doi.org/10.1207/s15327647jcd0202_2
https://doi.org/10.1207/s15327647jcd0202_2
Publikováno v:
Cognitive Development. 12:163-184
Around the age of 18 months, children begin to classify objects spatially by kind, placing objects of the same kind close together in space and placing unlike objects apart. This behavior may be symbolic in the sense that children use spatial proximi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2019ffcb48ab8446629ec0b24182c1a6
https://doi.org/10.1016/s0885-2014(97)90011-3
https://doi.org/10.1016/s0885-2014(97)90011-3