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Comment on "Infants' Perseverative Search Errors Are Induced by Pragmatic Misinterpretation"

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Comment on "Infants' Perseverative Search Errors Are Induced by Pragmatic Misinterpretation". / Spencer, J. P.; Dineva, E.; Smith, L. B.

In: Science, Vol. 325, No. 5948, 09.2009, p. 1624.

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@article{a4d493705f1b4447a58ee0b90be3f2f4,
title = "Comment on {"}Infants' Perseverative Search Errors Are Induced by Pragmatic Misinterpretation{"}",
abstract = "Top{\'a}l et al. (Reports, 26 September 2008, p. 1831) proposed that infants' perseverative search errors can be explained by ostensive cues from the experimenter. We use the dynamic field theory to test the proposal that infants encode locations more weakly when social cues are present. Quantitative simulations show that this account explains infants' performance without recourse to the theory of natural pedagogy.",
author = "Spencer, {J. P.} and E. Dineva and Smith, {L. B.}",
year = "2009",
month = sep,
doi = "10.1126/science.1172759",
language = "English",
volume = "325",
pages = "1624",
journal = "Science",
issn = "0036-8075",
publisher = "AMER ASSOC ADVANCEMENT SCIENCE",
number = "5948",

}

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TY - JOUR

T1 - Comment on "Infants' Perseverative Search Errors Are Induced by Pragmatic Misinterpretation"

AU - Spencer, J. P.

AU - Dineva, E.

AU - Smith, L. B.

PY - 2009/9

Y1 - 2009/9

N2 - Topál et al. (Reports, 26 September 2008, p. 1831) proposed that infants' perseverative search errors can be explained by ostensive cues from the experimenter. We use the dynamic field theory to test the proposal that infants encode locations more weakly when social cues are present. Quantitative simulations show that this account explains infants' performance without recourse to the theory of natural pedagogy.

AB - Topál et al. (Reports, 26 September 2008, p. 1831) proposed that infants' perseverative search errors can be explained by ostensive cues from the experimenter. We use the dynamic field theory to test the proposal that infants encode locations more weakly when social cues are present. Quantitative simulations show that this account explains infants' performance without recourse to the theory of natural pedagogy.

U2 - 10.1126/science.1172759

DO - 10.1126/science.1172759

M3 - Article

VL - 325

SP - 1624

JO - Science

JF - Science

SN - 0036-8075

IS - 5948

ER -

ID: 64346935