As a result, we are unsurprised by recent data (Colunga & Smith, 2004) showing that 3-year-olds’ word extensions were also affected by hearing a disconnected list of the content words that were pulled from our vignettes. In our view, children do so because they are influenced by the meaning of these words. Although presenting the words in narrative context likely facilitates access to these meanings, presenting them in isolation does not divorce the words from their meanings.
Taking stock as theories of word learning take shape
Article first published online: 30 JAN 2008
© 2008 The Authors.
Volume 11, Issue 2, pages 185–194, March 2008
How to Cite
Booth, A. E. and Waxman, S. R. (2008), Taking stock as theories of word learning take shape. Developmental Science, 11: 185–194. doi: 10.1111/j.1467-7687.2007.00664.x
- Issue published online: 30 JAN 2008
- Article first published online: 30 JAN 2008
Options for accessing this content:
- If you are a society or association member and require assistance with obtaining online access instructions please contact our Journal Customer Services team.
- Login via other institutional login options http://onlinelibrary.wiley.com/login-options.
- You can purchase online access to this Article for a 24-hour period (price varies by title)
- New Users: Please register, then proceed to purchase the article.
Login via OpenAthens
Search for your institution's name below to login via Shibboleth.
Registered Users please login:
- Access your saved publications, articles and searches
- Manage your email alerts, orders and subscriptions
- Change your contact information, including your password
Please register to:
- Save publications, articles and searches
- Get email alerts
- Get all the benefits mentioned below!