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Moving word learning to a novel space: A dynamic systems view of referent selection and retention

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Abstract

Theories of cognitive development must address both the issue of how children bring their knowledge to bear on behavior in-the-moment, and how knowledge changes over time. We argue that seeking answers to these questions requires an appreciation of the dynamic nature of the developing system in its full, reciprocal complexity. We illustrate this dynamic complexity with results from two lines of research on early word learning. The first demonstrates how the child’s active engagement with objects and people supports referent selection via memories for what objects were previously seen in a cued location. The second set of results highlights changes in the role of novelty and attentional processes in referent selection and retention as children’s knowledge of words and objects grows. Together this work suggests understanding systems for perception, action, attention, and memory and their complex interaction is critical to understand word learning. We review recent literature that highlights the complex interactions between these processes in cognitive development and point to critical issues for future work.

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Original languageEnglish
Pages (from-to)52–72
JournalCognitive Science
Volume41
Issue numberS1
Early online date29 Apr 2016
DOIs
Publication statusPublished - Feb 2017
Peer-reviewedYes

Keywords

    Research areas

  • word learning, dynamic systems, Dynamic Field Theory, fast mapping, attention, spatial memory, referent selection

Bibliographic note

Published in Special Issue: 2013 Rumelhart Prize Special Issue Honoring Linda B. Smith

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